1. Improving Academic Achievement Through Effective Instructional Practices and Behavior Management Strategies Presented by: Effective Educational Practices

2. Acknowledgements Geoff Colvin George Sugai Randy Sprick Joe Witt
A special thanks to some of the researchers who contributed to information contained in this presentation.
Geoff Colvin George Sugai
Randy Sprick Joe Witt
Mary Gleason Anita Archer
Edward Kame’enui Chris Darch
Carolyn Everetson Edmund Emmer

3. Presentation Objective
Discuss the following key concepts:
1. What do schools typically do for behavior management?
2. Why reactive and punitive strategies alone do not yield positive results?
3. What can be done to supplement a typical reactive punitive approach to discipline?
4. Provide examples from schools that have implemented a proactive positive approach?
5. How your school(s) can improve their behavior management practices?
There are many ways to apply the principals of positive behavior support and interventions (PBIS). The focus of this material is it’s application to school systems.

4. 6 Components of Positive Behavior Support
1) Select and define expectations & routines (OAT)
2) Teach behavior & routines directly (in all settings)
3) Actively monitor behavior (MIS)
4) Acknowledge appropriate behavior
Predictable/Intermittent/Long-term
5) Review data regularly to make decisions
6) Correct behavioral errors
Pre-correction/Boosters/De-escalation/FBA

5. 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%

6. School-Wide Systems Non Classroom Classroom Setting Systems
Individual Student
Support Systems
A School-wide behavior support plan is designed to establish a positive social culture and provide clear expectations in the non-classroom settings where children spend time. Those non-classroom settings typical include places like the cafeteria, hallway, playground, bus arrival and departure areas, bathrooms, and office area.
Once a school-wide culture of social competence is clearly defined, directly taught, consistently acknowledged, individual students who display chronic behavioral challenges can be supported more efficeintly by a staff that has consistent behavioral expectations and explicit strategies for supporting positive pro-social behavior.

7. Program vs. Framework
Positive Behavior Support is not a program,but a framework for designing and implementing proactive and preventative interventions.

8. Systems Approach: Community Perspective
The are a variety of variables that impact human development. Four of the most promienent development forces are the community where they live, the school they attend, the family they are part of, and finally their unique temparment and and physical composition.
Note: the one variable that educators can have the greatest influence over is clearly the school system. While Positive Behavior Support and Interventions (PBIS) can be applied to all of the development variables listed, it is the school system that we will be focusing on in this training. However, to maximize effectiveness efforts have to made to develop and maintain closer links between the school system and other systems of developmental influence. 19

9. Respectful Classroom
Teachers that treat students respectfully tend to have fewer problems and the problems they do have tend to be smaller in magnitude.

10. Survey of Respectful Behavior
Participants
980 middle school students
Chicago, IL
Approximately 63% of students at school receive free or reduced lunch
Survey asked students, “What are some ways that teachers show you respect?”

11. Survey Process
Administered to each student through their English class.
Asked to provide 3 responses to the following question:
“What are some ways that teachers show you respect?”
Instructions stated that “respect” should be defined in terms that are observable and acknowledgeable.

12. Top 12 Answers
Of the over 2900 responses, the ones listed were written by 50 students or more.
1. Talk privately to students when a problem occurs.
2. Use a calm tone of voice, even when they are upset. (No yell)
3. Respect personal space
(Don't touch, grab, eyeballing, crowd)

13. Top 12 Answers (continued)
4. Listen without interrupting.
5. Have a sense of humor.
6. Display student work around the
classroom/school.
7. Prepare exciting lessons.
8. Let parents/guardian know student did a good job sometimes (see a balanced picture).

14. Top 12 Answers (continued)
9. Use student's name when talking to them
10. Be available during non-classroom times
11. Return work promptly
12. Talk sincerely - no sarcasm or “eye rolling”
Worth noting: Acknowledge birthday received multiple mentions.

15. Effective Behavior Support Links classroom to school-wide behavior support
Do your colleagues agree on the school-wide expectations?
Has the difference between teacher/staff v. administrator managed rule violations been clarified?

16. What are your school-wide expectations?
School-wide expectations are the behaviors that are expected from all students, staff, and administrators.
Please identify your school-wide expectations.
Are they few in number, between 3 & 5?
Are they positively stated?
Are they easy to remember?
How are they taught/communicated to staff and students?
Have they been defined in observable, teachable, and acknowledgeable terms?

17. How are your school-wide expectations defined in the classroom?
While expectations are typically abstract, rules are how we can teach, observe, and acknowledge when our expectations are met.
Please define your school-wide expectations as they apply to your classroom.
Remember your definitions should be positively stated and follow the OAT guidelines of being observable, acknowledgeable, and teachable.
Choose one of your schools expectations and define for your classroom.
Optional activity: Develop a “Classroom Matrix” have participants define matrix. Then have them turned into administrator. The administrator can use each teachers matrix as a”reteaching tool” when students are sent to their office for problem behaviors. In addition administrators can make a copy and send home to parents so they can discuss and prompt appropriate behavior at school.

18. You Try Apply your school’s expectations to classroom.
Make the expectations teachable, observable, and acknowledgeable.

19. How do schools you work with address behavior management?
Please identify 2 or 3 strategies schools you work with use for managing behavior.
Do these strategies work?
Are these strategies reactive or proactive?
PRESENTER NOTE: SLIDES WITH BLUE-GREEN TITLES ARE DESIGNED TO PROVIDE INTERACTION BETWEEN THE PRESENTER AND THE PEOPLE THEY ARE TRAINING.
MOST STRATEGIES USED BY SCHOOLS ARE REACTIVE (I.E. WAIT FOR A PROBLEM) AND PUNITIVE. WHILE SCHOOLS NEED TO HAVE A RANGE OF BEHAVIOR MANAGEMENT STRATGIES AVAILABLE, IF THERE PRIMARY OR ONLY STRATEGIES ARE WAITING FOR PROBLEMS AND RESPONDING WITH PUNISHMENT, IT IS VERY UNLIKELY THAT THEY WILL SEE ANY POSITIVE BEHAVIOR CHANGE.

20. Please share…
Current status of School-wide Behavior Support(SWBS)? Do you know your school-wide expectations?
Have you applied to the school-wide expectations to your classroom?
Common classroom challenges & concerns?

21. Purpose
Review critical features of effective instructional practices and behavior management strategies in classroom settings.

22. Classroom Management Challenges
Often informal
Typically reactive and punitive
Low priority or little attention
Disconnected from colleagues, school-wide plan

23. Critical Instructional Practices for First Seven Minutes of a Period
Greet students as they enter the classroom.
Connect lesson focus to previously taught skills

24. First Seven Minutes Continued
Display some level of enthusiasm for content
Present clear directions including objective for day’s lesson
Respond to student’s following directions
Provide opportunity for All students to respond

25. First Seven Minutes Continued
Provide differential feedback for cooperation
Know if all student’s responded correctly
Establish transition routine for student’s who complete initial instructional task

26. Your Turn
What are your strategies for getting your class off to a good start?
Please identify 2 or 3 strategies that you already use.
Please identify 2 or 3 new strategies you plan to try.
Beginning of class strategies
Checking in with students have them share
Use of assignment books

27. Effective “Wrap-up Strategies”
Teacher gives “early warning signal” about 5 minutes before end of class. For elementary school, teacher can assign this a job to a student in class. Also, “egg timer” works well.
Homework assignments and materials that need to be brought to school next day or taken home are clearly posted.
Acknowledge students who are appropriately “getting ready to go home”

28. Effective “Wrap-up Strategies” cont.
Have a filler activity for students who are ready to go home. Examples, include writing in a journal, or starting on homework assignment.

29. Your Turn What are your strategies for ending your class smoothly?
Please identify 2 or 3 strategies that you already use.
Please identify 2 or 3 new strategies you plan to try.
Review of days lesson
Clean-up check list

30. Essential Behavior Support & Instructional Practices
Classroom Management
Self-Assessment

31. Classroom structure is organized to support typical activities and smooth transitions with sufficient space to move around class and access all materials.
- Teacher has easy access to all parts of the room.
- Use of high frequency items like trash can, pencil sharpener, and materials used for class are away from entrance/exit of class.

32. Classroom behavioral expectations are clear, positively stated & posted.
- Expectations are consistent with school-wide expectations.
- Students are acknowledged for meeting the expectations.

33. 3. Classroom routines are clear, taught to students & prompted by teacher.
- Students are taught expectations for main routines.
- Routine expectations are reviewed regularly and practiced when necessary.
- Clear prompt, verbal, gesture, auditory, etc.. exist for routine to commence

34. 4. Students are greeted by teacher prior to or as they enter the classroom.
-Standing slightly outside the door and greeting the students serves as a prompt for appropriate behavior (Think Wal-Mart greeter)

35. 5. Use a high ratio of positive to negative teacher to student interactions
At least 4 to 1
Positive event/interaction every 5 minutes
Follow correction for rule violation with positive reinforcer for rule following

36. 6. Class begins with a review of key points from previous lesson(s)
-“get started” activities that all students can complete successfully.
Provide a “hook” that gets all students successfully engaged to start class.

37. 7. Teacher states objective(s) of lesson prior to beginning teaching.
Stating the objective(s) provides meaning to students. Meaning promotes active learning.
Advance organizer
Point of reference
Agenda posted on blackboard
Appears related to previous lessons.

38. 8. Actively supervise at all times
Move regularly
Scan continuously & overtly
Interact frequently & positively
Positively acknowledge students who are following the class expectations

39. 9. Manage minor (low intensity or. frequency) problem behaviors
9. Manage minor (low intensity or frequency) problem behaviors positively & quickly
Signal occurrence
State correct response
Ask student to restate/show
Disengage quickly & early

40. 11. Follow school procedures for major & chronic problem behaviors
Be consistent & business-like
Precorrect for next occurrence
Knows difference between teacher managed and administrator managed problems.
Has clear procedures for notifying parents regarding chronic problems.

41. 12. Conduct smooth & efficient transitions between activities
Taught routine
e.g. lining up, turning in materials, getting started activity, getting missed work when absent, etc..
Engage students immediately

42. 13. Prepared for activity Know and communicate desired outcome
Have materials readily available
Practice presentation fluency
Prepare filler activities
Students are reminded of objective

43. 14. Teacher ensures that all students can see and/or hear instruction and related materials.
Teachers moves through the room to ensure students can see overheads, blackboard,

44. 15. Use most of allocated time for instruction (at least 80%)
Fill day with instructional activities
Maximize teacher led engagement

45. 16. Engage students in active responding
Write
Verbalize
Participate
Choral responding

46. 17. Give each student multiple ways to actively respond
Individual v. choral responses
Written v. gestures
Peer-based

47. 18. Regularly check for student understanding
Questions
Affirmative gesture
Written action

48. 19. End activity with specific feedback
Know how many students meet lessons objective
Feedback on academic and social expectations
Individual v. group acknowledgment.
Next steps, homework if any, etc..

49. 20. Provide extra time/assistance for unsuccessful students
More practice
More instruction

50. How did you do?
15-20 “yes” = Proactive- Management designed to prevent problems from occurring
9-12 “yes” = Mixed
<9 “yes” = Reactive- Management tends to be focused on responding to challenging behaviors

51. Clark, R. (2003) The Essential 55: An Award-Winning Educator's Rules for Discovering the Successful Student in Every Child: Hyperion.
Colvin, G. & Lazar, M. (1997). The effective elementary classroom: Managing for success. Longmont, CO: Sopris West.
Cotton, K. (1990). School-wide and classroom discipline, School improvement research series, : Close-Up #9. Portland, OR: Northwest Regional Educational Laboratory.
Doll, B., Zucker, S., Brehm, K. (2004) Resilient Classrooms: Creating Healthy Environments for Learning. New York: Guilford Press.
Additional Resources

52. Additional Resources
Emmer, E.T., Evertson, C.M., Clements, B.S., & Worsham, M.E. (1994). Classroom management for secondary teachers (3rd Ed.). Boston, MA: Allyn & Bacon.
Kame’enui, E. & Darch, C. (2003) Instructional Classroom Management: A Proactive Approach to Behavior Management (2nd Ed.) Prentice Hall
Sprick, R., Garrison, M., & Howard, L. (1998). CHAMPs: A proactive and positive approach to classroom management. Longmont, CO: Sopris West

53. Additional Resources
Walker, H., Colvin, G., & Ramsey, E. (1995). Antisocial behavior in schools: Strategies and best practices. Pacific Grove, CA: Brooks/Cole
Weinstein, C.S., & Mignano, Jr., A.J. (2002). Elementary classroom management (3rd Ed.) Boston, MA: McGraw-Hill.
Wong. K.K., & Wong, R.T. (1991). The first days of school: How to be an effective teacher. Sunnyvale, CA: Harry K Wong Publications.

54. Contact Information
Effective Educational Practices PO Box Boulder, CO 80308
Phone: