1. Designing Classroom Systems: The Role of the Leadership Team Susan Barrett sbarrett@pbismaryland.org

2. ~5% ALL SOME FEW SW Expectations linked to class rules and routines Behavior Basics Evidence Based Practices Feedback Ratio Wait time Opportunities to Respond Self Management Academic Match Working with Families Transitions Using Pre-corrections Active Supervision Data Collection and Using Data to Guide Decisions ODR, MIR Self Assessment Peer Coaching Good Behavior Game Increase Support, Instruction, Structure Good Day Plan ID team to guide support for teachers Progress Monitoring Using the Daily Progress Report Working with Students using CICO Working with Students using “CICO Plus” Academic or Social Instructional Groups Using Data to Guide Decisions Working with T2 Teams (grade level, SST) Data Collection and Progress Monitoring at T3 Working with Families Role on the Individual Support Team Building Behavior Pathways and Hypothesis Statements Classroom Supports

3. Training Outcomes Related to Training Components Training Outcomes Training Components Knowledge of Content Skill Implementation Classroom Application Presentation/ Lecture Plus Demonstration Plus Practice Plus Coaching/ Admin Support Data Feedback 10% 5% 0% 30% 20% 0% 60% 60% 5% 95% 95% 95% Joyce & Showers, 2002

4. Classroom Management is a School-wide Consideration PBIS School team provides support BOQ includes Classroom items Tier 1 workbook on pbismaryland.org – Clear delineation of office-managed versus classroom- managed problems Flow Chart – Clear process for documentation Time Out of Class Form – Training on effective teaching and behavior support strategies Create climate, allow time for observation and feedback

5. Core Feature PBIS Implementation Goal I. Classroom Systems 42. Classroom rules are defined for each of the school-wide expectations and are posted in classrooms. 43. Classroom routines and procedures are explicitly indentified for activities where problems often occur (e.g. entering class, asking questions, sharpening pencil, using restroom, dismissal) 44. Expected Classroom routines are taught. 45. Classroom teacher uses immediate and specific praise. 46. Acknowledgement of students demonstrating adherence to classroom rules and routines occurs more frequently than acknowledgment of inappropriate behaviors. 47. Procedures exist for tracking classroom behavior problems 48. Classrooms have a range of consequences/interventions for problem behavior that are documented an consistently delivered.

9. Classroom=Tier 1 SW Expectations linked to Classroom Rules Signals, routines, transitions Easy way for teachers to request secondary and tertiary interventions assistance

10. Map School-wide Rules & Expectations to Classroom Routines School RuleBe SafeBe RespectfulBe Responsible Expected Student Behaviors Walk facing forward Keep hands, feet & objects to self Get adult help for accidents & spills Use all equipment & materials appropriately Use kind words & actions Wait for your turn Clean up after self Follow adult directions Be silent with lights are turned off Follow school rules Remind others to follow school rules Take proper care of all personal belongings & school equipment Be honest Follow game rules Classroom Routines Starting the day put personal belongings in designated areas turn in homework put instructional materials in desks sharpen pencils and gather necessary material for class be seated & ready to start class by 8:30 Entering the classroom enter the room quietly use a conversational or ‘inside voice’ keep hands, feet, objects to self walk move directly to desk or assigned area sit quietly & be ready for class Working independently select area to work have materials ready work without talking raise hand to ask for help keep working or wait quietly for assistance when the teacher is helping someone else move quietly around the room when necessary put materials away when finished begin next activity when finished Asking for help always try by yourself first use the classroom signal for getting assistance keep working if you can or wait quietly remember the teacher has other students that may also need help

11. Elementary Example Lining Up Neatly place books and materials in your desk. Sit quietly when you hear the “quiet” signal. Quietly stand up when your name (or row) is called Push your chair under your desk Quietly walk to the line Stand with hands at your sides, facing forward, use your bubble

12. Secondary Examples: Routines Class Discussion 1. Prepare for discussion by reading the required assignment in advance. 2. Wait until the other person is finished speaking before your talk. 3. Stay on topic. 4. Respect others’ opinions and contributions: Use appropriate expressions of disagreement. Entering the Classroom 1.Enter the classroom before the bell rings. 2. Take your seat and get out of materials you need for class. 3. Talk quietly until the bell rings. 4.Begin the morning assignment on the side chalk board when the bell rings.

13. What is your attention signal? When do you use it? How do you transition ?

14. Effective Classroom Procedures (Newcomber & Lewis) List Classroom Rules: 1. 2. 3. 4. 5. Are they observable, measurable, positively stated, with no question about meaning? Do the rules coincide with school-wide expectations? Identify Procedures for Teaching Classroom Rules: How and when will they be taught? Record dates taught & reviewed Identify your attention signal: Date taught Determine your daily/hourly schedule Is your schedule posted?

15. Building Systems to Support Best Practices in the Classroom How will staff get assistance for students who need more support? Easy to complete Clear Process – Who gets the completed form? When should I hear back?

16. Building Systems to Support Best Practices in the Classroom How will staff get skills? “If you don’t feed the teachers, they will eat the children” Leadership Team will: – Conduct needs assessment- make professional development decisions based on results Self assessment, Classroom Check-up EBS Self Assessment – Classroom Walk through

17. Develop system to present best practice and encourage teacher engagement and implementation – Develop Annual Training Calendar – Created timelines for implementation of each feature Weekly skill and/or feature mini-lessons Cool Tools – Time for grade level collaboration related to the lesson Time and resources for after school work sessions (voluntary) Dedicated time during staff meetings – Planned booster session – Orientation for new staff University of Missouri Adapted from Lori Newcomer, Ph.D.

18. How will staff get feedback Create small learning communities – Ability for teachers to observe each other – Get access to data- performance feedback Team builds structure- Grade level teams provide support buddy system core master teachers

19. Data System Observation, Take Data, Provide Feedback Periodic self-assessment for progress monitoring and fidelity check

20. 5:1 Feedback Ratio What is your feedback ratio? Positive environment established a) 5 positive comments to every correction/negative b) First comment is positive/ celebrations Invite buddy to observe for 10 minutes to take data Record yourself and take the data

21. Cool Tool Example

22.  To have all materials  Almost always  Get all things together the night before  We write assignments in planner  Reminders in calendar  We smile and greet each other  Sometimes  Model for each other  All  We encourage one another  Sometimes Model for each other  All  We work together to earn extra recess time  Seldom  Create class incentive program  Mrs. Clarke  Say hello and smile when we are in other areas of the building  Seldom  Model for each other  All  Get acknowledgement from our teacher  Sometimes  Follow class rules and routines- encourage one another  All Our Good Day Classroom Plan Good Day What happens on a Good Day? Now How often does it happen ? Action What can I do to make it a Good Day? Who can Help?

23. What did the student do ? (Be specific Measurable /observable What, when, who, ) How do I feel?What do I usually do? What do I say? What do I look like/sound like? As a result, what does the student do? What is maintaining the behavior? Why is it happening? Student shoved his book on the floor in the direction of his neighbors feet when I asked the class to begin working independently on their math assignments I feel startled at first and then I get anxious I usually send him to the office to conference w/the principal. I tell him, “Go straight there – do not pass go…” He spends the remainder of math class waiting for the principal to see him. AvT I believe he escaping to the office to avoid independent work in math. Adapted from Cooperative Discipline- Linda Albert- AA =Access adult attention; AP =Access peer attention; AC =access to choice; AI =Access to item; AvP = Avoid peer attention; AvA =Avoid adult attention; AvT = avoid task Activity : Staff Response Form

24. Tier/TopicEvidence/DataRoadblocks Strategies and Resources Next Steps ActionWho?When? T1 Classroom Self Assessment Teacher perception v. reality Get buddy to gather data on feedback ratio/ Survey Staff for strategies and report to team Gather data on feedback ratio MarlaBy Sept 10 T1 Classroom Time allocated for teaching Rules/routines/ signal Tons to cover first days of school show data –time on this will save instructional minutes Admin to make priority- schedule time throughout SY principal today T1 Classroom ID teams – Working smarter Teams overwhelmed Time saved Working smarter complete team today School Action Plan

25. Workgroup/ Committee/ Team Outcome /Link to SIP Who do we serve? What is the ticket in? Names of Staff Non- negotiabl e District Mandate? How do we measure impact? Overlap? Modify? Attendance Committee studentsJunebug, Leo, Tom yes Attendance records Yes-fold to SW PBS SW PBS Team Students staff Ben, Tom, Lou no Office Referrals Attend, MIR, Nursing log,climate Yes- continue Safety Committee Students staff Toni, Barb,Tom no Office Referrals BIG 5, climate Yes-fold into SW PBS School Spirit Committee studentsTomnoNoYes-fold into SW PBS Discipline Committee studentsTom, LounoOffice Referrals Yes-fold into SW pbs Student Support Team/Problem Solving Team studentsSteve, Sue,Jon, Tom yesDiscipline, DIBELS, FACTS… No- continue School Improvement 1,2,3Bill, Jon, Lou, Tom yesAll of the above Yes- continue Working Smarter- Systems / Staff Support

26. 26 Team Model: Effective Instructional and Behavioral and Support ? Problem-SolvingTeam SW-PBS Leadership Team Teacher Teams (PLC/Grade Level) Individual Student Team On-going Assessment of Students’ Academic/Social-Emotional Skills

27. Tier 1: Guide implementation Ensure new programs are embedded/fit Progress monitor implementation Modify based on data Monitor fidelity Train new staff Guide training Progress monitor Tiers II and III Match students to interventions Develop intervention systems Conduct staff training Monitor fidelity of implementation Conduct individualized assessment Build intervention Develop monitoring plan Train staff Problem-SolvingTeam SW-PBS Leadership Team Teacher Teams (PLC/Grade Level) Individual Student Team Grade Level Teams Staff Support Team Easy to implement, gather data Build skills with teachers- “Cool Tools” Performance Feedback and Coaching

28. A few cautions and adaptations to practices Response Cost

29. Response cost… …a procedure in which a specific amount of available reinforcers is contingently withdrawn following a response in an attempt to decrease behavior. Response cost is often used with token economy programs. The response cost must be less than the total amount of number of reinforcers available (i.e., never go in the hole). Response cost procedures are often referred to as “fines.”

30. Response Cost -AKA The Chart! Top 5 cautions when using ‘the chart’ 5. Be sure to build in forgiveness 4. Never let a student get ‘in the hole’ 3. Teach the behavior 2. Better to climb for positive behaviors (not really response cost) 1. PBIS Standards of Practice – Techniques that do not cause pain or humiliation or deprive the individual of basic needs (2007). PBS standards of practice: Individual level. Available for download from http://apbs.org/whatsnew.html#standards_of_practice.

31. TGBG: Overview General overview – Students divided into teams – Points allocated based on student behavior when game is in effect – Rewards delivered periodically (end of day, end of week) based on points earned

32. TGBG 1.Determine when game will occur (e.g., independent work, group work, computer time) 2.Break class into teams – Standing teams versus rotated membership 3.Review rules for TGBG

33. TGBG 1.Determine when game will occur 2.Break class into teams 3.Review rules for TGBG 4.During game, provide points 5.Game ends, deliver recognition – What is the goal? Pre-announced versus hidden – Who wins Team with highest points versus everyone “over the bar”

34. Resources Coaching Classroom Management: S trategies and Tolls for Administrators and Coaches – Sprick, R., Knight, J., Reinke, W.M., & McKale, T. (2006). Pacific Northwest Publishing. CHAMPs: A proactive and positive approach to classroom management – Sprick, R. Garrison, M., & Howard, L. (1998). Pacific Northwest Publishing. – Function Based Thinking: A systematic way of thinking about function and its impact on classroom behavior. Beyond Behavior (in press) Hershfeldt, P.A., Rosenberg, M.S., & Bradshaw, C.P. Good Behavior Game Implementation & Procedures Manual – Anderson, C,M. & Rodriguez, B.J.