Classroom Management: An Administrator’s Toolkit

Classroom Management: An Administrator’s Toolkit
May 23, 2014 Welcome participants to the training and then introduce the training team. The training today will detail how the CMATK training modules are designed for school administrators to use with school staff to examine the importance of effective classroom management while developing evidence-based strategies for addressing student behavior. This training will feature the evidence-base on which the training modules were developed along with the process by which participants will prioritize the use of the modules with school staff. Discuss the “housekeeping items” of the day: review of handouts, turn cell phones on vibrate, breaks, lunch will be provided, location of restrooms, etc.

PaTTAN’s Mission The mission of the Pennsylvania Training and Technical Assistance Network (PaTTAN) is to support the efforts and initiatives of the Bureau of Special Education, and to build the capacity of local educational agencies to serve students who receive special education services. PaTTAN is committed to providing school staff with the most current research and best practices regarding positive behavior support to ensure all students are able to successfully navigate non-academic barriers. 2

PDE’s Commitment to Least Restrictive Environment (LRE)
Our goal for each child is to ensure Individualized Education Program (IEP) teams begin with the general education setting with the use of Supplementary Aids and Services before considering a more restrictive environment. The PA Department of Education, Bureau of Special Education and PaTTAN want to ensure that when the IEP team is making decisions about how and where the IEP will be implemented, the general education classroom is always the first option. The team should determine how the student’s IEP could be implemented including supplementary aids and services within the general education classroom. The general education setting includes extracurricular activities and programs for which all students have access. 3

Objectives Explain the research base for and importance of evidence-based classroom management practices Review the contents of the classroom management modules Explain promising practices for supporting teachers Use the classroom management modules to develop a professional development plan for use with staff Our time together today will focus on contextualizing the training modules by discussing the research that supports the use of classroom management strategies as effective in reducing or eliminating the number one non-academic barrier to student achievement – behavior. We will review the importance of classroom management, highlight and explain the evidence-based strategies, and introduce you to a variety of ways to support teachers who are at various stages of implementation of classroom management strategies. We will then move into the contents of the training modules and finish up the day with the development of a professional development plan for use with staff. 4

Developing the Classroom Management Toolkit
Requests for research based classroom management resources and training Extensive available materials, resources and training materials from local and national practitioners and research leaders. Vision to organize and package the classroom management materials to support access and use by administrators. The toolkit was developed to share the resources and training materials in an organized and efficient way to support the professional development goals of school administrators and their staff. The research based materials have been offered in several formats starting last school year. A self study and administrator focused sharing of the models and how they can support the professional development needs both in behavior support basics and advanced practice. Local intermediate unit consultants have also participated in several introduction and active review of the toolkit modules.

Linking PBIS and Classroom Management to your Present Universal Efforts
Academic Systems Behavioral Systems Tertiary Interventions Individual Students Assessment-based High Intensity Tertiary Interventions Individual Students Assessment-based Intense, durable procedures 1-5% 1-5% Secondary Interventions Some students (at-risk) High efficiency Rapid response Small Group Interventions Some Individualizing 5-10% 5-10% Secondary Interventions Some students (at-risk) High efficiency Rapid response Small Group Interventions Some Individualizing A good place to start any discussion of School-Wide PBIS is this graphic. It is based on the Public Health Model that describes a student support system of Primary, Secondary and Tertiary prevention. The side by side triangles are intended to convey that prevention of both academic and behavioral difficulties needs to be addressed. The triangles also describe what the students of a typical school may look like. In most schools 80 to 90% of students arrive prepared to do the work of attending school. They have the learning ability, the motivation, support systems and personality to be successful in schools. About 10 to 15% of students will be at-risk for learning and or behavior problems. (Add a few descriptors of at-risk students) And then there are bout 1-5% of students who seriously and chronically in trouble academically and behaviorally (add a few descriptors of high-risk students). Ask, “Would you agree that this (at least) broadly describes the students who attend your school?” (Get some acknowledgement form the group that this is true. They may quibble a little about the actual ranges but look for the big idea.) If they do agree then go to the next point which is about the implications for intervention: No single intervention or approach will meet all the behavioral needs within a school. Think of the student handbook as an example. Most school have the handbook which lists the behavior infractions and the punishments that go with them. “Which group will be best supported by the student handbook?” (The percent group or Green zone kids!) The handbook will work less well for the at-risk group and probably not at all for the high risk students. Students at higher risk levels will need more targeted and intensive supports to be successful in school. Some examples of additional supports would be “Check-in/Check-out” programs, Homework Club. Newcomers Club, counseling/support groups for the at-risk group and FBA and Individual Student Planning processes for high risk student. Assumptions: No single intervention or approach will meet all the behavioral needs within a school. 85-90% of students will arrive at school already having learned the important social skills necessary to "do school." 7-10% of students needs the supportive resources in school (e.g. academic support, counselors, and extra adult attention) in order to be successful. 3-5% of students requires intensive individualized intervention. Universal Interventions All students Preventive, proactive 80-90% Universal Interventions All settings, all students Preventive, proactive 80-90%

Positive behavior Support Social Responsibility & Academic Achievement
Not specific practice or curriculum…it’s a general approach to preventing problem behavior and encouraging prosocial behavior OUTCOMES Not limited to any particular group of students…it’s for all students Supporting Decision Making Supporting Staff behavior DATA SYSTEMS Not new…its based on long history of effective educational practices & strategies SWPBS is a PROCESS of first (1) identifying the valued OUTCOMES that you want for your students (social responsibility and academic achievement: e.g., decrease problem behavior, improve academics, create a positive and safe learning environment. We then (2) identify the DATA needed to evaluate the valued outcomes (supporting decision making: e.g., ODRs, attendance, aggression, DIBELS scores), we then (3) need to select empirically supported PRACTICES to help us achieve these outcomes (supporting student behavior: e.g., strategies for teaching, strategies for reinforcing, an academic example is selecting an empirically supported core reading curriculum), finally (4) we need to determine what is needed (SYSTEMS) for us to be able to accurately, reliably, and consistently implement the practices (supporting staff behavior: e.g., staff training, staff planning time, staff feedback/mentoring, materials, curriculum). Emphasis what SWPBS is not (common misconceptions): NOT – a program, practice, curriculum NOT – limited to only a few students NOT – now….based on SCIENCE….applying empirically supported practices across a school/system PRACTICES Supporting Student behavior 7

An Analysis of 50 years of research concluded that “classroom management is the single greatest influence on student learning-greater than students’ cognitive processes, home environment, motivation, and socioeconomic status” Weinstein, C.S.,& Mignano, A.J., (2003) Elementary classroom management: Lessons from research and practice (3rd ed.). Boston: McGraw-Hill.

Review of the Research Why is Classroom Management Important?
As mentioned earlier, the modules are based on a collection of researched knowledge and practices. PaTTAN is committed to providing the field of education with effective practices that are validated by research. We are going to spend some time this morning examining what the research tells us about managing student behaviors.

Review of the Research Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., and Sugai, G. (2008). Evidenced Based Practices in Classroom Management. Education and Treatment of Children, 31 (3), Meta-analysis of evidence based effective classroom management practices This article serves as the basis for the modules/components presented in this series. This authors of this article conducted a meta-analysis of literature related to studies of various consequence strategies used in schools. One key finding of the synthesis clearly suggests that a continuum of procedures is available to respond to inappropriate behavior. Some are effective, many are not. Error correction, performance feedback, differential reinforcement, planned ignoring, response cost and time out from reinforcement are procedures that have evidence to support their use in schools. These procedures paired with the effective practices in the 4 other modules work together to support students’ successful engagement in school. Following a review of the three-term contingency of behavior, this module will present techniques for implementing the six effective strategies mentioned above.

Review of the Research Five evidence based practices and modules:
Maximize structure in your classroom Post, teach, review, monitor, and reinforce a small number of positively stated 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 Advanced organizer which lists the evidence-based practices and five of the module titles.

Review of the Research The most effective classrooms are those of teachers who have clear ideas of what is expected of the students and students who have clear ideas of what the teacher expects from them (Evertson, Emmer, and Worsham, 2003) Successful teachers not only identify effective rules but also explicitly teach students how to apply these rules (Martella, Nelson, & Marchand-Martella, 2003; Rademacher, Callahan, & Pederson, Seelye, 1998) Classrooms across the Commonwealth vary in size, shape, and the delivery of content. While there is variance, one thing is for certain, those classrooms that implement a small number of classroom-based rules are most effective. There are several key steps in developing and implementing classroom rules which will be discussed in greater detail through this module.

Effective Classroom Management
It’s important to recognize that effective classroom management is NO LESS than 80% prevention and NO MORE than 20% intervention. By focusing our attention first on preventative measures the need to intervene with students will be less necessary. Activity: What are the Tier 1 activities that you are supporting in your school, setting, classrooms? Write down at least two preventative strategies developed and used as a prevention strategy? Record your ideas and ideas shared on your graphic organizer. The examples on this chart are not exhaustive; however, each is featured within the Classroom Management Training Modules: A Toolkit for Principals.

Evidence Based Practices that Allow Research to Move into Daily Practice
Common Language MEMBERSHIP Ultimately, the goal is to change the social culture within a school or district. In order to do this, all members (i.e., staff, administration, students, families, community agencies and partners) need to share a COMMON: Language – e.g., labels for desired behavior (e.g., respectful, responsible, safe) Vision/values – e.g., view on the valued outcomes Experience – e.g., everyone is on the same page – the expectations in one classroom are the same in all of the other classrooms; consequences for misbehavior given by one staff are the same as the consequences given by another staff for the same misbehavior Common Experience Common Vision/Values 14

The Behavior-Instruction Connection Darch & Kame’enui (2004)
Procedures for Academic Problems Assume the student has learned the wrong way Assume student has been taught (inadvertently) the wrong way Diagnose the problem Adjust presentation, use effective instructional strategies, provide feedback, practice and review Assume student has learned the skill Procedures for Behavioral Problems Assume student refuses to cooperate Assume student knows what is right and has been told often enough Provide more negative consequences withdraw student from normal context Provide more negative consequences maintain removal from normal context Assume student has learned his/her lesson The point of this slide is to illustrate that we need to teach behavior skills just as we teach academics skills. This is a very important slide to discuss. Providing a full sheet print out of this is helpful for teams. Elementary example: We would never consider sending a child to the office for incorrectly spelling 9 out of 10 words on a spelling test but we send students to the office for not having a pencil or for calling out too many times in class. Why? Secondary example: We would never consider sending a child to the office for incorrectly solving a quadratic equation but we send students to the office for not having a pencil or for calling out too many times in class. Why? Children do not come into the world knowing that they need to walk in a particular hallway… just as they are not born knowing that when I see 2 + 2= the answer is 4 In both situations, the student has the capacity to learn it through modeling, instruction and positive feedback. This is an excellent slide for the core team to use when presenting this portion of their SW plan… 8/24/2010

Why do Classroom Management???
What’s in it for me? How will this make a difference with my students?

“If a child doesn’t know how to read, we teach.”
“If a child doesn’t know how to swim, we teach.” “If a child doesn’t know how to multiply, we teach.” “If a child doesn’t know how to drive, we teach.” “If a child doesn’t know how to behave, we… …teach? …punish?” “Why can’t we finish the last sentence as automatically as we do the others?” (Herner, 1998) I would like to leave you today with this thought. We must teach the behaviors we want to see in our schools.

How many teachers in your district or building feel this way after a day of work?
These training modules contain information, materials and resources that will help YOU help your teachers. As previously noted, research supports the use of a variety of evidence-based classroom management strategies that we know are effective. We will spend a little bit of time reviewing those strategies as they are organized in the toolkit.

PBIS and Improving the Academic and Behavioral Success for All Students
Academic Systems Behavioral Systems Tertiary Interventions Individual Students Assessment-based High Intensity Tertiary Interventions Individual Students Assessment-based Intense, durable procedures 1-5% 1-5% Secondary Interventions Some students (at-risk) High efficiency Rapid response Small Group Interventions Some Individualizing 5-10% 5-10% Secondary Interventions Some students (at-risk) High efficiency Rapid response Small Group Interventions Some Individualizing A good place to start any discussion of School-Wide PBIS is this graphic. It is based on the Public Health Model that describes a student support system of Primary, Secondary and Tertiary prevention. The side by side triangles are intended to convey that prevention of both academic and behavioral difficulties needs to be addressed. The triangles also describe what the students of a typical school may look like. In most schools 80 to 90% of students arrive prepared to do the work of attending school. They have the learning ability, the motivation, support systems and personality to be successful in schools. About 10 to 15% of students will be at-risk for learning and or behavior problems. (Add a few descriptors of at-risk students) And then there are bout 1-5% of students who seriously and chronically in trouble academically and behaviorally (add a few descriptors of high-risk students). Ask, “Would you agree that this (at least) broadly describes the students who attend your school?” (Get some acknowledgement form the group that this is true. They may quibble a little about the actual ranges but look for the big idea.) If they do agree then go to the next point which is about the implications for intervention: No single intervention or approach will meet all the behavioral needs within a school. Think of the student handbook as an example. Most school have the handbook which lists the behavior infractions and the punishments that go with them. “Which group will be best supported by the student handbook?” (The percent group or Green zone kids!) The handbook will work less well for the at-risk group and probably not at all for the high risk students. Students at higher risk levels will need more targeted and intensive supports to be successful in school. Some examples of additional supports would be “Check-in/Check-out” programs, Homework Club. Newcomers Club, counseling/support groups for the at-risk group and FBA and Individual Student Planning processes for high risk student. Assumptions: No single intervention or approach will meet all the behavioral needs within a school. 85-90% of students will arrive at school already having learned the important social skills necessary to "do school." 7-10% of students needs the supportive resources in school (e.g. academic support, counselors, and extra adult attention) in order to be successful. 3-5% of students requires intensive individualized intervention. Universal Interventions All students Preventive, proactive 80-90% Universal Interventions All settings, all students Preventive, proactive 80-90%

Research to Practice Family Classroom Setting Systems Community
& Community Systems Classroom Setting Systems Non classroom Setting Systems Individual Student Systems School-wide positive behavior support addresses each of these systems. It is our focus for establishing readiness for SW Implementation. Historically, schools have only targeted one of these systems or parts of them. The most common target is Individual Student Systems…which promotes the concept that all problems are within the child. The focus of school-wide systems is to look at not just the student but at other areas that may impact or influence student behavior. Addressing these “environmental antecedents” or “opportunities for prevention” have been shown to improve school behavior. Full-day professional development on these topics and follow-up coaching will be required for school staff to be able to implement these well. School-wide Systems

Unpacking the training modules
Navigating and Exploring the Modules Now we are going to spend some time unpacking the training modules. First we will take you on a tour of the training jump drive. You will learn about how the training modules are organized, where key components are located and how to quickly navigate the jump drive. Sit back and watch. As we go through each section, we will ask you to follow along in you jump drive. Please feel free to stop us if you have any questions as we go along. Unpacking the training modules

This toolkit consists of 5 training modules with a 6th module that addresses classroom management and the Danielson’s Framework for Teaching. 22

Modules include: self-reflection activities hands-on, practical experiences and action planning Resources and materials are provided as an electronic toolkit The professional development modules include self-directed activities by which the LEA will engage members of their faculty and staff as well as parents and community to examine current practices relative to the national PTA standards and explore ways to enhance their involvement with families and communities. The modules are “electronic toolkits” presented on CDs for the LEAs use. Our intent is for the LEAs to have all materials and resources on hand so they can facilitate the conversations and activities as a self-directed course of study. The time it takes to complete a module will be dependent on the LEA and their needs for that particular standard. 23

With so many resources at your disposal, you may be asking – what is the best way to make use of the materials in the most efficient way? Locate your copy of the Indicator 8 flowchart and review each of the key elements beginning with the Needs Assessment.

Classroom Management Training Module Components
Modules include: module overview The overview addresses: the purpose of the module, the module objectives, and a pacing chart that specifies module components, time needed, activities and materials. 25

Core PowerPoint PowerPoint includes: trainer’s notes
The trainer notes are detailed and provide any facilitator – regardless of knowledge base – sufficient information to lead a team through the training module. 26

Module Activities Modules include: activity sheets
Each module contains several activities in which the school-based team will reflect on current practices, examine procedures, or deepen their understanding of presented concepts. Activities are highlighted within the core PowerPoint by a flag in the upper left-hand corner of the slide. The name of the activity is included in the flag so you know exactly which activity to address. Each activity is explained fully for the facilitator. Each includes the time needed, the purpose, materials, the role of the facilitator and participants as well as step-by-step instructions on how to implement the activity. 27

Articles and Resources
Articles and research used to build the modules are housed in a separate folder. These articles can be given to the school team and/or be used by the facilitators to further enhance their understanding of the materials. 28

Administrator’s Toolkit Drop Box Link
Administrator's Toolkit Link

Administrator’s Toolkit
Coaches Corner Administrator’s Toolkit

Module 1: Maximize Classroom Structure
Classroom Management: An Administrator’s Toolkit Module 1: Maximize Classroom Structure Module 1 This module provides evidence-based practices, that when implemented, provide the optimal classroom structure to promote appropriate academic and social behaviors. By proactively designing the environmental layout, developing predictable routines, and managing time and materials efficiently, school staff are able to increase instructional time and ultimately, student achievement. The activities embedded within Module 1 are designed to promote a proactive approach to managing the classroom environment before inappropriate behaviors occur. Goals: As a result of engagement in this module, the participants will: Describe the key elements of minimizing distractions via classroom structure including: Strategies that will minimize crowding and distractions in the classroom Teacher (adult) responses to student behavior Routines and procedures Explore various arrangements of the physical environment Do not think of this training as merely a PowerPoint presentation. Rather, design your professional development time in ways that meet your staff’s needs, chunked into relevant and meaningful units that are paced according to the time you have available each time you convene your staff as a learning community. For example: you might chunk the delivery of a component part into 15 minute units to be delivered during a series of staff meetings or into 45 minute units to be delivered during a series of grade level team meetings. Note that all the activities corresponding to the component parts were designed for staff reflection and growth related to the content. Some activities were designed to require staff to address work between meetings. The module facilitator will need to decide which activities will be of most value to use within each of the component parts. The time it takes to complete a module will be dependent on the Local Education Agency (LEA) and their needs for a particular module topic.

Module 1:Maximize Classroom Structure
Objectives Describe the key elements of minimizing distractions via classroom structure including: Strategies that will minimize crowding and distractions in the classroom Teacher (adult) responses to student behavior Routines and procedures Explore various arrangements of the physical environment This module addresses the extent to which structure and predictability can positively influence the behaviors of students. As a result of engagement in this module, participants will: Describe the key elements of minimizing distractions via classroom structure including: Strategies that will minimize crowding and distractions in the classroom Teacher (adult) responses to student behavior Routines and procedures Explore various arrangements of the physical environment Through completion of the activities included in this module, school staff will discover effective means by which to address the management of classroom space and structure.

School-wide Classroom Family Non-classroom Student Positive
Behavior Support Systems School-wide Classroom Family Non-classroom In addition to viewing interventions and supports across a multi-tier continuum, SWPBS also focuses on each unique system within a school. The outcomes, data, practices and systems we use vary depending on the system/setting we are focusing on: The focus on classrooms is on instruction – these are teacher led settings, with few students (20 to 30), and focus is on managing the environment so instruction can occur. Nonclassroom settings are the hallways, cafeteria, schoolyard, etc..- these settings typically have many students with low staff ratio. The focus is more on peer social interactions in these settings. Individual systems are those individual students – their needs will vary depending on the individual. With SWPBS, we consider the unique needs of each of these systems and develop are plans accordingly. Student Devereux Center for Effective Schools 33 33

Maximize Classroom Structure
Students in high structure classes engaged in… Less pro-social behavior to peers Less imaginative play/off task behavior Less aggression More attentiveness (in circle time/whole group) More willingness to clean up area More friendly peer interactions LESS MORE In general, classrooms with more structure have been shown to promote more appropriate academic and social behaviors. Students in high structure classrooms exhibited greater task involvement (Morrison, 1979), friendlier peer interactions, more helpful behaviors (e.g., cleaning up after free time), more attentive behavior (e.g., paying attention during whole group/circle time), and less aggression (Huston-Stein, Friedrich-Cofer, & Susman, 1977; Susman, Huston-Stein, & Fried rich Coffer, 1980). A balance between teacher-directed structure and student independence may be necessary. Huston-Stein, Friedrich-Cofer, and Susman (1977) demonstrated that, in addition to the positive effects described above, students in high structure classes engaged in less pro-social behavior toward peers, and high structure was unrelated to independent task persistence. Source: Simonsen, B; Fairbanks, S; Briesch, A; Myers, D; Sugai, G (2008). Evidence-based practices in classroom management: considerations for research to practice. Education & Treatment of Children. West Virginia University Press, West Virginia University. Storrs, CT.

In highly structured classes, impulsivity was reduced Greater task involvement was evident in highly structured classrooms Classrooms with more walls/visual dividers led to Less student distraction from noise More student satisfaction Less restriction of classroom activities Less teacher distraction, in general Our goal is to prevent inappropriate behaviors as much as possible before they even have an opportunity to present (antecedent strategies). So, by being proactive and utilizing routines and procedures in the physical environment of the classroom, we are able to reduce the impulsive behaviors of students by creating a structured and orderly environment for learning. In highly structured classrooms more task involvement is evident. Additionally, classrooms that offer more walls or visual dividers lead to less student distraction from noise. There is more student satisfaction because it’s easier to attend to a task. There is less restriction of classroom activities because specific locations within the classroom have been established for activities. Expectations for how to complete activities need to be shared with students so they fully understand what they are to accomplish.

Predictable Routines and Procedures Procedures explain the accepted process for carrying out a specific activity such as walking in the hallway, using lockers, sharpening pencils, attending an assembly, going to the restroom Classroom procedures are patterns for accomplishing classroom tasks Procedures form routines that help students meet expectations stated in the rules An effective classroom has systems in place that will reduce the number of students who require more intensive support. A dependable system of rules and procedures provides structure for students and helps them be engaged with instructional tasks. Activity: Take a few minutes to talk at your tables about routines and procedures that you use to maximize classroom structure? Example s:CHANPS, Cooltools 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 rules and meet expectations. (Newcomer, 2008)

Classroom Arrangement Reflection
Think-Pair-Share Do you have immediate access to every part of the room? Can you see every setting where students will be spending their time (no blind spots)? Do you have adult and student schedules posted in prominent places? Are student materials easily accessible? Do you have designated areas for activities? This is an example of an activity that is included in Module 1- Maximize structure in your classroom Let’s spend some time reflectively thinking about the current status of our classroom arrangements… Refer to Activity 1.6 Classroom Arrangement Reflection - Think-Pair-Share Purpose: Invoke conversation about current use of classroom arrangements across multiple settings. Total Time: 10 minutes Instructions: Use this slide to invoke conversation about current use of classroom arrangement 2 minutes to allow teachers to reflect on current state of their classroom while referencing the questions contained on this slide (slide 49) 2 minutes to review thoughts about current classroom arrangement with neighbor 5-6 minutes to share thoughts as a group Discuss common effective/ineffective arrangements across entire group On the next few slides, We will reflect on our current use of the classroom layout, review graphical layouts and discuss potential arrangements. Activity 1.6

Review materials in Module 1. Participants review the materials in Module 1.

Module 2: Classroom Rules We are now review the content that is in Module 2. Module 2 Note: This training module was not designed to be completed as a one day training. Rather, it was designed to build staff capacity to address a variety of topical areas related to developing and teaching classroom rules. The activities within this training module are designed to promote discussion about the importance of teaching classroom rules. As your learning community proceeds to work through the module, consider engaging the entire school staff. The goals of this training module : Write a purpose statement defining goals of classroom Develop 3 – 5 positively stated classroom rules Develop lesson plans and schedule to teach classroom rules Establish a system for monitoring and rewarding positive behavior Do not think of this training as merely a PowerPoint presentation. Rather, design your professional development time in ways that meet your staff’s needs, chunked into relevant and meaningful units that are paced according to the time you have available each time you convene your staff as a learning community. For example: you might chunk the delivery of a component area into 15 minute units to be delivered during a series of staff meetings or into 45 minute units to be delivered during a series of grade level team meetings. Note that all the activities corresponding to the component areas were designed for staff reflection and growth related to the content. Some activities were designed to require staff to address work between meetings. The module facilitator will need to decide which activities will be of most value to use within each of the component areas.

Why Develop a System for Teaching Behavior?
Behaviors are companion for academics. Procedures and routines create structure. Repetition is key to learning new skills. For a child to learn something new, it needs to be repeated on average of 8 times For a child to unlearn an old behavior and replace with a new behavior, the new behavior must be repeated on average 28 times (Harry Wong) 8/24/2010

Behavioral Errors More often occur because:
Students do not have appropriate skills- “Skill Deficits” Students do not know when to use skills Students have not been taught specific classroom procedures and routines Skills are not taught in context Behavior is a communication. At the universal level, the students who engage in inappropriate behavior due to a skill deficit benefit the most. The student does not know the expect behavior and so left on his own does not engage in what the adult “assumes” the child should know. 8/24/2010

Why Develop a System for Teaching Behavior?
We can no longer assume: Students know the expectations/rules Students will learn appropriate behaviors without practice and modeling We must assume: We need to teach expectations/rules Students will need to practice appropriate behaviors If the expectation is that students will walk down right side of the hall with hands by their sides and no talking--- we must explicitly teach the desired hall behavior and let them know when they are doing it correctly. 8/24/2010

(Evertson, Emmer, and Worsham, 2003)
Evidence The most effective classrooms are those of teachers who have clear ideas of what is expected of the students and students who have clear ideas of what the teacher expects from them (Evertson, Emmer, and Worsham, 2003) Successful teachers not only identify effective rules but also explicitly teach students how to apply these rules (Martella, Nelson, & Marchand-Martella, 2003; Rademacher, Callahan, & Pederson, Seelye, 1998) Classrooms across the Commonwealth vary in size, shape, and the delivery of content. While there is variance, one thing is for certain, those classrooms that implement a small number of classroom-based rules are most effective. There are several key steps in developing and implementing classroom rules which will be discussed in greater detail through this module. Link back to Gallup Poll and Research on job and student satisfaction.

Objectives of Module 2 Write a purpose statement defining goals of classroom Develop 3 – 5 positively stated classroom rules Develop lesson plans and schedule to teach classroom rules Establish a system for monitoring and rewarding positive behavior This module address the extent to which classroom rules can positively influence the behaviors of students. As a result of engagement in this module, participants will: Write a purpose statement defining goals of the classroom Develop 3 – 5 positively stated classroom rules Develop lesson plans and schedule to teach classroom rules Establish a system for monitoring and rewarding positive behavior

Establishing Classroom Rules
Stated in positive terms Observable and measurable Simple and age appropriate Kept to a minimum Classroom rules are necessary to ensure a well-managed setting for student learning. Often, it seems like an easy enough task, create a set of classroom rules that the kids will understand and can be managed without too much effort. But, as the year goes along, the rules seem to fall to the wayside whether or not student behavior is aligned with the rules that are posted on the wall. But when you consider the impact your classroom rules can have on your students and others in the school, it certainly is a preventive universal strategy worth your time and energy. Classroom rules are necessary because they contribute to an effective classroom in which student learning time is maximized. Teachers who establish and maintain norms for an effective learning environment spend more time teaching because less time is usurped by discipline (Brophy, 2000). Therefore, classroom rules should be designed to correct (in advance) the most common classroom misbehaviors that are likely to occur. Our goal in completing this component of the training module is to identify what it is that we want students to “do and not do” behaviorally in our classrooms. Don’t forget to consider the grade level of your students and the typical developmental level of the students. The criteria for writing effective classroom rules includes: Stated in positive terms – effective rules identify the appropriate behavior and are specific enough to eliminate confusion or ambiguity regarding the meaning. Observable and measurable – A well written rule ensures that the behavior is easy to visually identify and can be measured in terms of accurate performance. Rules are easily understood when defined with action statements beginning with a verb such as “turn completed work in on time”. Simple and age appropriate – The language used for the rules should be succinct and easily understood by the targeted population. Vocabulary should be appropriate for the grade level. Kept to a minimum – A sufficient number of rules is no less than 3 and no more than 5. Ideally, classroom rules will address compliance, movement within the classroom, talking, work completion, and readiness for learning. If your school has school-wide behavior expectations, it would be most effective to align the classroom rules to the expectations already established to ensure consistency throughout the school building.

Critique It This is an example of an activity from Module 2 For many of us, our best work is typically done when others provide input and feedback along the way. Having a “critical friend” lend his/her perspective and opinion helps ensure that the message we are trying to convey makes sense. Let’s consider the rules listed on this slide. Are the rules clear and well-stated? Do the rules fit the criteria that was discussed previously: Stated in positive terms Observable and measurable Simple and age appropriate Kept to a minimum number This activity will give participants practice in critiquing current rules and rewriting them to meet the rule criteria. Activity 2.2 – Critique It Total Time: 45 minutes Purpose: To review written rules and rewrite them based on the rule criteria. Refer to Activity 2.2 – Critique It (Note: This activity is designed to be facilitated as a partner or small group activity. However, the facilitator will need to determine which format is most appropriate for the learning community engaged in the activity.) Activity 2.2

Teaching the Classroom Rules
Until we have defined, taught, modeled, practiced, reinforced and re-taught, it is unethical for adults to punish. ~ Rob Horner This statement from Dr. Rob Horner sums up the importance of teaching rules. We can’t take the leap that because our rules are posted in our classrooms that students fully understand what is meant by them. Perhaps you’ve discussed the rules with the students on the first day of school and they seem to understand what you are explaining to them. Ask yourself if the students could successfully demonstrate each of the rules. How would you know? You need to approach the teaching of rules just like you approach teaching academics. Taking the time to thoroughly teach the rules will make such a positive difference because students will clearly understand and demonstrate what is expected of them in your classroom.

Teaching the Classroom Rules
Tips: Practice in actual setting with EXAMPLES Use high frequency acknowledgements Remind students of rules before activity Have a plan for misbehaviors When teaching classroom rules, the listed “tips” may prove to be helpful. If you are teaching/practicing a rule specific to one part of the classroom or instructional setting, teach/practice the rule from that area. Always have students practice the correct way(s) of following the rule. While it’s important for the teacher to model and discuss non-examples, students should only practice the examples. We don’t want to allow the students any opportunity to practice behaviors that won’t meet the listed rules. Remember, practice makes permanent! Like any other new behavior that we want someone to engage in, it is important to provide high frequency acknowledgements when they are following the rules of the classroom. These may be as simple as verbal praise or may be combined with some type of tangible, social, or edible reward. Remember that you will fade the frequency of the reinforcer(s) over time. In order to reduce the likelihood of misbehaviors occurring, provide reminders of what the rules look like and sound like prior to beginning an activity. For example, the teacher might say, “Remember, when we need to ask questions – we raise our hands and wait to be called on.” For additional information on how to address misbehaviors, see Module 5.

Review materials in Module 2.
Classroom Rules Review materials in Module 2. Participants review the materials in Module 2.

Module 3: Actively Engage Students in Observable Ways Quick Look At this time participants may take a quick look at Module 3. Remind participants that they will have much more time later to actually explore the Module. Module 3 At this time we will review the key content pieces from Module 3. This module provides evidence-based practices, that when implemented provide staff with instructional techniques that increase student engagement. Do not think of this training as merely a power point presentation. Rather, design your professional development time in ways that meet your staff’s needs; chunked into relevant and meaningful units that are paced according to the time you have available. This training module was not designed to be completed as a one day training. Rather, it was designed to build staff capacity to address component areas directly related to actively engaging students in instruction. The activities embedded within Module 3 are designed to promote discussion about effective instructional strategies. As your staff proceeds to work through the module for Engaging Students consider how new strategies will be implemented throughout your educational setting. This module involves teaching of several instructional techniques that may be easily implemented into classrooms. One recommended use of this module would include the following implementation procedure: After completing Parts 3, 4 and 5; teachers select 3 strategies to implement in their classrooms. For example, guided notes, response cards and SAFEMEDS. Teachers then share their feedback as to how they used a strategy, what the impact was on the students and how they may use the strategy in the future. Goals: As a result of engagement in this module, the participants will: Describe evidence-based practices related to effective instruction Explore effective teaching strategies that actively engage learners in instruction 3. Select 3-5 evidence based effective instructional strategies and implement in the classroom setting Do not think of this training as merely a PowerPoint presentation. Rather, design your professional development time in ways that meet your staff’s needs, chunked into relevant and meaningful units that are paced according to the time you have available each time you convene your staff as a learning community. For example: you might chunk the delivery of a component part into 15 minute units to be delivered during a series of staff meetings or into 45 minute units to be delivered during a series of grade level team meetings. Note that all the activities corresponding to the component parts were designed for staff reflection and growth related to the content. Some activities were designed to require staff to address work between meetings. The module facilitator will need to decide which activities will be of most value to use within each of the component parts. Refer to the Module 3 Overview Document for additional information regarding the layout of the module. The module overview provides facilitators with a visual representation of the entire module (purpose, goals, pacing chart, and logistical details) enabling facilitators to determine how best to use their time within the module. The time it takes to complete a module will be dependent on the Local Education Agency (LEA) and their needs for a particular module topic.

Module 3: Actively Engage Students in Observable Ways
GOALS: Describe evidence-base practices related to the principles of effective instruction Identify effective teaching strategies that actively engage learners in instruction Select evidence-based instructional strategies and implement in the classroom This module addresses the importance of actively engaging students in observable ways. This module will provide practical strategies to increase student engagement that school staff can implement easily and quickly into their every day instruction. As a result of engagement in this module Participants will describe evidence-base practices related to the principles of effective instruction Participants will identify effective teaching strategies that actively engage learners in instruction Participants will select evidence-based instructional strategies and implement in the classroom Through completion of the activities included in this module, school staff will discover means by which to engage students actively and successfully in instruction. After school staff have completed this module, they should be implementing a variety of actively learning strategies. As the building administrator, you should see the school staff engaging the learners during classroom instruction. Below is a list of indicators to look for when doing classroom walk-throughs. “Look Fors” when doing classroom walk-throughs. All students are given opportunities to frequently respond All students are given opportunities to respond correctly All students are engaged in productive, meaningful tasks During the first seven minutes there is an entry routine established There is evidence that the current lesson is connected to previously taught skills During the first seven minutes of the lesson all students have the opportunity to respond During the first seven minutes of the lesson the instructor knows if all students responded correctly

Module 3: Actively Engage Students in Observable Ways
Part I: The Importance of Time Part II: Principles of Effective Instruction Part III: Strategies to Actively Engage Students Part IV: Computer Assisted Instruction Part V: Peer Tutoring Module 3 includes 5 component parts. Each will be discussed in greater detail.

Module 4: Use a Continuum of Strategies to Acknowledge Appropriate Behavior Quick Look Participants may take a quick look at Module 4 at this time. Remind participants that they will have more time later to explore the module. Module 4: This module provides evidence-based practices, that when implemented, provide a variety of strategies by which to acknowledge appropriate student behavior. The activities embedded within Module 4 are designed to promote a proactive approach to acknowledge and manage student behavior before inappropriate behaviors occur. Goals: As a result of engagement in this module, the participants will: Describe 4 evidence-based strategies for acknowledging appropriate student behavior: Specific Contingent Praise Group Contingencies Behavior Contracts Token Economies Explore various methods by which to implement strategies to acknowledge appropriate student behavior. Do not think of this training as merely a PowerPoint presentation. Rather, design your professional development time in ways that meet your staff’s needs, chunked into relevant and meaningful units that are paced according to the time you have available each time you convene your staff as a learning community. For example: you might chunk the delivery of a component part into 15 minute units to be delivered during a series of staff meetings or into 45 minute units to be delivered during a series of grade level team meetings. Note that all the activities corresponding to the component parts were designed for staff reflection and growth related to the content. Some activities were designed to require staff to address work between meetings. The module facilitator will need to decide which activities will be of most value to use within each of the component parts. Refer to the Module 4 Overview Document for additional information regarding the layout of the module. The module overview provides facilitators with a visual representation of the entire module (purpose, goals, pacing chart, and logistical details) enabling facilitators to determine how best to use their time within the module. The time it takes to complete a module will be dependent on the Local Education Agency (LEA) and their needs for a particular module topic.

Use a Continuum of Strategies to Acknowledge Appropriate Behavior: Objectives
Develop and use statements of specific, contingent praise to positively acknowledge appropriate student behavior Develop and implement a variety of group contingency strategies to acknowledge appropriate student behavior Identify the components of a token economy system Design a behavioral contract This module addresses the extent to which structure and predictability can positively influence the behaviors of students. As a result of engagement in this module, participants will: Describe the key elements of minimizing distractions via classroom structure including: Strategies that will minimize crowding and distractions in the classroom Teacher (adult) responses to student behavior Routines and procedures Explore various arrangements of the physical environment Through completion of the activities included in this module, school staff will discover effective means by which to address the management of classroom space and structure.

Part I: Specific Contingent Praise Part II: Group Contingencies
Module 4: Use a Continuum of Strategies to Acknowledge Appropriate Behavior Part I: Specific Contingent Praise Part II: Group Contingencies Part III: Token Economy Part IV: Behavior Contract Part V: Self-Management Module 4 includes a section that reviews the basic behavior principles including: Three term contingency-Antecedent-Behavior-Consequence Consequences- Reinforcement and Punishment Form and Function of behavior Module 4 includes five component parts that will be discussed in greater detail: 1. Specific Contingent Praise 2. Group Contingencies 3. Token Economy 4. Behavior Contract 5. Self-Management

Module 5: Use a Continuum of Strategies to Respond to Inappropriate Behavior Quick Look: Participants may take a quick look at Module 5. Remind participants that they will have more time later to explore module 5. Module 5 This module provides evidence-based practices, that when implemented, can be effective in addressing problem behaviors and reduce the likelihood of those behaviors occurring in the future. The activities embedded within Module 5 are designed to provide teachers a set of tools to use to reduce problem behaviors. Goals: As a result of engagement in this module, the participants will: Recognize and apply the three-term contingency of behavior Describe and use multiple behavior reduction strategies Do not think of this training as merely a PowerPoint presentation. Rather, design your professional development time in ways that meet your staff’s needs, chunked into relevant and meaningful units that are paced according to the time you have available each time you convene your staff as a learning community. For example: you might chunk the delivery of a component part into 15 minute units to be delivered during a series of staff meetings or into 45 minute units to be delivered during a series of grade level team meetings. Note that all the activities corresponding to the component parts were designed for staff reflection and growth related to the content. Some activities were designed to require staff to address work between meetings. The module facilitator will need to decide which activities will be of most value to use within each of the component parts. Refer to the Module 5 Overview Document for additional information regarding the layout of the module. The module overview provides facilitators with a visual representation of the entire module (purpose, goals, pacing chart, and logistical details) enabling facilitators to determine how best to use their time within the module. The time it takes to complete a module will be dependent on the Local Education Agency (LEA) and their needs for a particular module topic.

Tiered Supports to Help our Students Across the Entire Continuum
Academic Systems Behavioral Systems 1-5% Tier 3/Tertiary Interventions SBMH, Partial Hospitalization Alt Ed FBA/PBISP Home School Visitor Tier 3/Tertiary Interventions % 1:1 instruction Increased time 504 5-15% Tier 2/Secondary Interventions Counselor groups, lunch bunch Friendship groups Behavior Chart/plan IST Parenting Classes Tier 2/Secondary Interventions % Title I Reading and Math ERI, RM, RN, etc. IST 80-90% Tier 1/Universal Interventions Character Education curriculum Bullying Prevention SWPBS (some schools) D&A awareness Counselor classroom lessons Community Activities Health Screening District planning team example Tier 1/Universal Interventions80-90% Core Curriculum – reading and math AIMS Web MAP PSSAs Illinois PBIS Network, Revised May 15, Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at 57

Module 5 Goals Participants will:
Recognize and apply the three-term contingency of behavior Describe and use multiple behavior reduction strategies These are the objectives for Module 5 of the Principals’ Classroom Management Series

Module 5: Use a continuum of strategies to respond to inappropriate behavior
Part I: Understanding the Functions of Behaviors Part II: Brief, Contingent, & Specific Error Correction Part III: Performance Feedback Part IV: Planned Ignoring Part V: Differential Reinforcement Part VI: Response Cost Part VII: Time Out From Reinforcement Module 5 includes three component parts that will be discussed in greater detail: Understanding the Functions of Behaviors Brief, Contingent, & Specific Error Correction Performance Feedback Planned Ignoring Differential Reinforcement Response Cost Time Out from Reinforcement

Component E: Organizing Physical Space
Module 1 Component Characteristics: Safety and accessibility Arrangement of furniture and use of physical resources Module 1: Maximize Classroom Structure Refer to Module: Module 1: Maximize Classroom Structure The purpose of Module 1 is to engage learners in discussions and activities using research-based strategies to support the strong correlation between maximizing classroom structure and successful academic and social behaviors.

Classroom Management Self-Assessment
Similar to the article, here’s another classroom tool. Highlight each component of the tool: The Current Status – a). In Place, b). Partial In Place, and c.) Not In Place Priority for Improvement – a). High, b.) Medium, and c.) Low Areas of Self-Assessment: 1.) Designing the Physical Space 2.) Establishing Classroom Routines 3.) Teaching Classroom Expectations 4.) Developing a Functional Schedule 5.) Providing Quality Instruction 6.) Managing Consequences 7.) Pre-Correcting Problem Behavior 8.) Correcting Problem Behavior You will cover each of these sections of the self-assessment using the modules included in this toolkit. You may use this tool in its entirety or you may use sections of it to meet your needs.

Classroom Management Self-Assessment Tool
This self-assessment tool is a supplement to the research article that anchors this training (Brandi Simonsen, Sarah Fairbanks, Amy Briesch, & George Sugai, 2006). This assessment tool is designed for a teacher to rate him or herself and develop an action plan. Take some time to highlight each component of this self-assessment. It may also be used by an observer to evaluate a teacher and provide specific and contingent feedback that will assist in the development of an action plan. In terms of identifying possible WHOLE SCHOOL TARGETS , administrators can… 1. ask teachers to (a) indicate their classroom self-assessment score, and (b) nominate at least one, and up to three elements for improvement for their classroom. 2. Produce a mean score for the school, and define one or two elements for focus that would be of greatest value for the whole school. 3. Define a date (in 2-3 months) when you will repeat this exercise and reassess. 4. Graph the mean for each time you reassess and track progress.

More Promising Practices
Klinger, J. (2004). The Science of Professional Development. Journal of Learning Disabilities, 37 (3), Myers, D., Simonsen, B., & Sugai, G. (2011). Increasing Teachers’ Use of Praise with a Response-to-Intevention Approach. Education and Treatment of Children, 34 (1), Reinke, W., Lewis-Palmer, T., & Merrell, K. (2008). The Classroom Check-Up: A Class-wide Teacher Consultation Model for Increasing Praise and Decreasing Disruptive Behavior. School Psychology Review, 37 (3), The Science of Professional Development. In this commentary, the science of professional development is discussed. A great deal is already known about how to provide professional development that supports teachers’ implementation of evidence-based practices and the factors that enhance or inhibit teachers’ sustained use of the practices. A summery of the work of researchers who have achieved some success in facilitating teachers’ learning of new practices. RtII for Teachers: The purpose was to evaluate the effectsof a systematic, response-to-intervention (RTI) approach on rates of desiredt eacher behavior. Specifically, teachers whose rates of specific, contingent praise were nonresponsive to typical schoolwide positive behavior support training (primary intervention tier) were provided with targeted training support (secondary tier), and, when necessary, more individualized assistance (tertiary tier). Composite student behavior was examined to determine if concurrent changes in student problem behaviors occurred as teachers responded to differentiated training supports. Results indicate a relationship between an RTI approach to differential levels of performance feedback and teachers’ rates of praise. Teacher Consultation The purpose of this study was to evaluate the effect of the Classroom Check-Up and visual performance feedback on teacher and student behavior. Results indicated that implementation of the Classroom Check-Up plus visual performance feedback increased teacher implementation of classroom management strategies. Changes in teacher behavior contributed to decreases in classroom disruptive behavior. Results suggest that consultation at the classroom level can create meaningful teacher and student behavior change. Classroom Management through Consultation Model to Increase Evidence-based Classroom Management Practices Evidence-based Classroom Management Practices Classroom Management Checklist Consultation in Classroom Management Practices Case Studies & Results Implications

More Promising Practices
MacSuga, A. and Simonsen, B. (2011). Increasing Teachers’ Use of Evidence-based Classroom Management Strategies Through Consultation: Overview and Case Studies. Beyond Behavior, 20 (2), 4-12. Simonsen, B., MacSuga, A., Fallon, L., and Sugai, G. (2012). The Effects of Self-Monitoring on Teachers' Use of Specific Praise. Journal of Positive Behavior Interventions, 1, 1-11. Simonsen, B., Myers, D., and DeLuca, C. (2010). Teaching Teachers to Use Prompts, Opportunities to Respond, and Specific Praise. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 33, Increasing Teachers’ Use of Evidence-based Classroom Management Strategies through Consultation Model to Increase Evidence-based Classroom Management Practices Evidence-based Classroom Management Practices Classroom Management Checklist Consultation in Classroom Management Practices Case Studies & Results Implications The Effects of Self-Monitoring on Teachers’ Use of Specific Praise Teachers typically enter the field with limited training in classroom management, and research demonstrates that training alone does not result in improved practice. Typically, researchers have relied on time-intensive training packages that include performance feedback to improve teachers’ use of classroom management practices; however, initial evidence suggests that self-management may be an effective and efficient alternative. In this study, the authors directly compared the effects of three different self-monitoring conditions (tally, count, and rate) and no self-monitoring on five middle school teachers’ rate of specific praise using an alternating treatments design. The authors also included baseline and follow-up phases to descriptively explore the effects of self-monitoring across time. Results indicate that noting each instance of specific praise by either tallying or using a counter resulted in optimal performance, and teachers preferred using a counter. Additional study results, limitations, and implications are discussed. Teaching Teachers to Use Prompts, Opportunities to Respond, and Specific Praise Classroom management skills are critical for teachers. Yet teachers receive little training in classroom management, and empirical research on teacher training in classroom management is lacking. This study was conducted to investigate the effects of explicit training and performance feedback on teachers’ implementation of three classroom management skills: prompts for social behavior, academic opportunities to respond, and specific praise. Researchers used a multiple baseline design, introducing training and then performance feedback in a staggered fashion across the three teacher behaviors. Results indicate that there was not a functional relationship between explicit training and teacher behavior; however, introducing performance feedback following training was functionally related to an increase in the level, trend, or stability of teachers’ use of each skill.

Pennsylvania Department of Education
Contact Information David Berquist, Ed.D. Educational Consultant Pennsylvania Training & Technical Assistance Network Elaine Neugebauer, M.Ed. Commonwealth of Pennsylvania Tom Corbett Governor Pennsylvania Department of Education Carolyn C. Dumaresq, Ed. D. Acting Secretary Patricia Hozella Director Bureau of Special Education

Classroom Management: An Administrator’s Toolkit

Similar presentations

Presentation on theme: "Classroom Management: An Administrator’s Toolkit"— Presentation transcript:

Similar presentations

About project

Feedback

Log in

Auth with social network:

Classroom Management: An Administrator’s Toolkit

Similar presentations

Presentation on theme: "Classroom Management: An Administrator’s Toolkit"— Presentation transcript:

Similar presentations

About project

Feedback