1. The ABC’s of Effective Classrooms: PBIS, Equity & the Common Core Chris Borgmeier, PhD cborgmei@pdx.edu www.swpbis.pbworks.com

2. Objectives What is PBIS?  What does it have to do with Equity & the Common Core? ABCs of PBIS in the Classroom The Fundamentals of Classroom PBIS: Maximizing Your Investments & Increasing your Odds

3. How to be My Audience Teach what you want to see  Look Smart Eyes on me Smile & Nod Laugh at my Jokes “Ooh & Ahh” on Cue  Listen Respectfully Limit side talk Use technology responsibly

4. What is PBIS?

5. ~15% ~5%

7. PBIS Big Ideas Commitment to serve ALL students  Setting ALL Students & Staff up for Success Level the Playing Field for All Students Positive & Welcoming for ALL Proactive is better than Reactive Teach  Social Behavior like we teach Academics Increase participation in school & academic success  LIMIT LOSS OF INSTRUCTIONAL TIME

8. PBIS Big Ideas LIMIT LOSS OF INSTRUCTIONAL TIME Reduce use of exclusionary & punitive strategies  Time in Hall, Time in Office, Suspension, Detention Instead of focusing on punishment, focus on the remediation & instruction of alternative, desired behavior

9. Challenge … Schools (Teachers) are facing an increasingly diverse and challenging population of students with limited resources & increasing expectations How to enhance schools’ (teachers’) capacity to effectively and efficiently prevent and respond to the range of problem behaviors observed in schools.  “Work Smarter”

10. UNIVERSAL SCREENING

11. PBIS: Big Ideas Focus on What We Can Change  We cannot prescribe medication  We cannot change the students previous experiences  We often cannot change the parenting practices in the home What Can We (the Professionals) Change?  our own Behavior, Practices, and Beliefs

12. Positive, Predictable Environments Especially necessary for diverse learners  Second-language learners  Struggling learners  Learners from different cultures  Learners with challenges with attention and impulsivity But benefit ALL students

14. Universal Interventions: School-/Classroom- Wide Systems for All Students, Staff, & Settings Targeted Group Interventions: Specialized Group Systems for Students with At-Risk Behaviour Intensive Individual Interventions: Specialized Individualized Systems for Students with High-Risk Behaviour CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT ~80% of Students ~15% ~5%

15. Research has consistently shown that the amount of time that instruction is provided is highly correlated with student achievement (Brophy, 1988; Fisher, Berliner, Filby, Marliave, Cahen, Dishaw, 1980)  Limit downtime – get to instruction  Smooth, Quick Transitions  Limited interruptions of instruction  Limited Problem Behavior

16. The ABC’s & PBIS in the Classroom

17. Back to the Basics The Fundamentals of Classroom and Instructional Management Important Keys to:  Equity in the Classroom  Maximizing Instruction of the Common Core

18. Learning A  B  C Student Learns through repeated experience, that under these specific A ntecedent conditions, if I engage in this B ehavior, I can expect this C onsequence

19. ABC’s of Understanding Chronic Behavior Patterns What happens before (A or antecedent) the behavior occurs ?  Trigger What is the behavior (B)? What happens after (C or consequence) the behavior occurs?  Response or Outcome of the Behavior A  B  C

20. Learning & A  B  C ABC Student is asked to do a math problem in front of the class Student tries to do the problem at the board, but struggles Peers laugh at student and one says aloud, “that one is so easy” NEXT DAY Student is asked to do a math problem in front of the class What happens today???

21. Summary Statement  Based on several observations  Identifies predictable relationships between environmental variables and behavior When student will because therefore the function of the behavior is to access /escape/avoid (choose one) (some A ntecedent condition occurs) (engage in a specific B ehavior) (a predictable out C ome will occur) (something in the environment) asked to math problem in front of class Verbally refuse, disrespect teacher teacher calls on someone else Math failure/embarrassment

22. PBS v. Reactive Model ABC PBS (Positive Behavior Support) – Proactive Emphasis on Interventions to Prompt Success & Prevent Problem Behavior Emphasis on explicitly Teaching Alternate, Desired Behavior Emphasis on Positive Reinforcement & Effective Correction/ Redirection Traditional Model - Reactive approach Limited focus on Antecedent Interventions Little focus on teaching behavior Emphasis on punitive response to negative behavior

23. Traditional / Reactive Approach ABC Student Situation & what the student has learned Asked to do math problem at the board in front of class of peers 1 st time tried to do problem Peers laughed and said “that one’s easy” Ever since – students acts out behaviorally Teacher usually calls on other student to do problem, peers laugh Traditional Aversive Model - Reactive approach No intervention – ask students to do problem on board as usual “should be able to do it just like everyone else” No focus on teaching – student “would have learned it if he was paying attention in class” Emphasis on punishing response – send student to Behavior Intervention Center or office NON-PBIS

24. PBIS Approach ABC Student Situation & what the student has learned Asked to do math problem at the board in front of class of peers 1 st time tried to do problem Peers laughed and said “that one’s easy” Ever since – students acts out behaviorally Teacher usually calls on other student to do problem, peers laugh PBIS (Positive Behavior Support) – Proactive approach Give student a problem they can be more successful w/ by practicing problem ahead of time w/ student Teach & Practice: a. to more politely refuse problem b. Math skills needed to problem Reward student for a. Refusing politely, instead of w/ negative behavior b. Trying & success w/ math problem

25. Classroom-wide positive expectations taught & encouraged Teaching classroom routines & cues taught & encouraged Precorrections for chronic errors Active supervision and Proximity Active Engagement: Frequent Opportunities To Respond (OTR) Ratio of 5 positive to 1 negative adult-student interaction Effective Correction & Redirection for minor behavior errors Classroom Setting Evidence Based Practices B B A A A C C

26. Probabilities What works for Most Kids Most of the Time Nothing always works… but what are the odds?

27. Primary Prevention: School/Classroom- Wide Systems for All Students, Staff, & Settings Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Tertiary Prevention: FBA  BSP for Students with High-Risk Behavior ~15% ~5% CONTINUUM OF SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT

28. Primary Prevention: School/Classroom- Wide Systems for All Students, Staff, & Settings Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Tertiary Prevention: FBA  BSP for Students with High-Risk Behavior ~15% ~5% CONTINUUM OF SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT ~15% ~5% Won’t act out no matter what!

30. The Fundamentals of Effective Classroom Management Increasing the ODDS  Practices to Invest In

31. PBIS Approach The Fundamentals ABC PBS (Positive Behavior Support) – Proactive approach PREVENT -PreCorrect/Prompting -Proximity & Active Supervision -Active Engagement (Opportunities to Respond) TEACH Explicitly Teach Desired -Expectations/Behavior -Routines & -Skills REINFORCE Praise (Be Specific) Effective Redirection & Correction

32. Routines & Predictability Daily Schedule & Sequence Expectations & Routines Acknowledgement How you Respond to Problem Behavior  And doing so effectively

33. Positive, Predictable Classrooms A  B  C Student Learns through repeated experience, that under these specific A ntecedent conditions, if I engage in this B ehavior, I can expect this C onsequence Consistency is the Key!!!

34. B – Behavior TEACHING

35. What the Research Says Post, teach, review, monitor, and reinforce a small number of positively stated expectations. Summary of Supporting Research : Teaching and reviewing expectations (i.e., social skills) and providing feedback is associated with:  Decreases in off-task behavior disruptive behavior (i.e., talking out)  Increases in academic engagement, leadership and conflict resolution (Johnson, & Stoner, 1996; Sharpe, Brown, & Crider, 1995; Rosenberg, 1986) Pairing rule-instruction with feedback and reinforcement leads to the largest gains (Greenwood, Hops, Delquadri, & Guild, 1974) 35

36. What the Research Says Teachers Establish Smooth, Efficient Classroom Routines  Plan rules & procedures before the school year begins and present them to students during the first few days of school  Provide written behavior standards and teach and review them from the beginning of the year  Provide considerable teaching and reteaching of classroom rules and procedures Cotton, 1995 -- “Effective Schooling Practices a Research Synthesis - Updated” 36

37. Need to know what you want it to look like  Expected Behavior  Routines (social, instructional, organizational)  Transitions Video Examples  http://explicitinstruction.org/?page_id=92 http://explicitinstruction.org/?page_id=92 Active Participation - 7 th Grade  http://www.scoe.org/pub/htdocs/archer- videos.html http://www.scoe.org/pub/htdocs/archer- videos.html Active Participation - 7 th Grade

38. How to be My Audience Teach what you want to see  Look Smart Eyes on me & Track Smile & Nod Laugh at my Jokes “Ooh & Ahh” on Cue  Listen Respectfully Limit side talk Use technology responsibly

39. A – Antecedent Intervention PREVENT & Set up for Success

40. PREVENT… Nothing always works – we’re just playing the odds  I like my odds better before problem behavior has occurred rather than after

41. PreCorrection & Prompting Don’t be afraid to give them the answer in advance Stacking the Deck… so more students practice the Correct response Teaching = Scaffolding practice and opportunities to do it right

42. Proximity (for Prevention) Active Supervision  Increases opportunities: Catch & Acknowledge more kids doing right thing Pre-empt potential problem behaviors “With-it-ness”

43. Opportunities to Respond - OTR An instructional question, statement or gesture made by the teacher seeking an academic response from students. Can be provided individually or to whole class.  Sprick, Knight, Reinke & McKale 2006 The number of times the teacher provides academic requests that require students to actively respond. Teacher behavior that prompts or solicits a student response (verbal, written, gesture).  Chorale/Whole Group Responding  Partner Responding  Individual Responding (via planful random selection)  Individual Responding (via volunteer)

44. Active Participation - Why? Increasing Opportunities to Respond is related to:  Increased academic achievement  Increased on-task behavior  Decreased behavioral challenges Caveat  Only successful responding brings these results Initial Instruction - 80% accuracy Practice/Review - 90% or higher accuracy Anita Archer

45. C – Consequences REINFORCE & Effective Redirection & Correction

46. When Teaching New Skills Consistent Responding is Key when new skills (academic or behavioral) are first being learned 1) Consistent praise and acknowledgment for correct behavior 2) Consistent error correction with practice performing the correct response 3) Frequent Review and PreCorrection Praise and error correction should follow nearly every response during Acquisition of a New Skill 46

47. Positive, Predictable Classrooms A  B  C Student Learns through repeated experience, that under these specific A ntecedent conditions, if I engage in this B ehavior, I can expect this C onsequence Consistency is the Key!!!

48. Active Supervision Effective scanning and movement allows for more opportunities: 1. To catch more students engaged in positive behavior 2. Catch minor misbehavior early and prevent escalation Use proximity and prompts to redirect student behavior early 3. Catch academic errors early before practice of misrules or errors (and frustration)

49. 1000 Classroom Observation Study =5.4 Pos. Feedback / Hour Total Classrm Obs. Elem = 1515 MS = 725 HS = 1381 =2.4 Pos. Feedback / Hour

50. Increasing Specific Praise “You know when I do it…. It really works!”

51. Any time students have engaged in problem behavior we are in a compromised situation At best – behavior is quickly redirected and we can get back to instruction

52. Point of No Return Identify early stages of behavior so staff can intervene previous to escalation  Cut off escalation chain Behavior Escalation Worksheet Lower Intensity/Higher Intensity/ More predictableLess predictable Whining, Tantrum/ Tearing up Verbal Aggression Talking Insubordinate papers Threats

53. Preparing for Misbehavior Be Prepared! Be Proactive! Anticipate behaviors you will see and know how you will respond List anticipated problem behaviors & how you will respond to problem behavior  Redirection  Pre-planned consequence

54. Responding to Misbehavior Respond Consistently, Calmly, Briefly & Return to Instruction  Goal: pay more time & attention to positive behavior  Reduce Student Escalation  Reduce amount of missed instructional time

55. Responding Effectively to Misbehavior Two Good Videos  “Managing Noncompliance” by Geoff Colvin  “Defusing Anger & Aggression” by Geoff Colvin Available for purchase at Iris Media --- www.irised.com www.irised.com

57. Guidelines for De-Escalation Maintain the Group  Try not to limit impact of problem behavior to individual student Speak Privately Calm Voice Provide Choices  Follow Direction or Consequence Give Student a Chance to Decide  Without you staring/daring them not to comply Acknowledge Cooperation

58. Survey School Staff Practices identified by teachers as ‘Least In Place’ and ‘Highest Priority for Improvement’ are:  Increasing acknowledgment of positive behavior (improving 4.67 to 1 ratio)  Increasing use of PreCorrection  Increasing Opportunities for Student Responses

59. Borgmeier, Loman & Hara (In Press). Teacher Self-Assessment of Evidence-Based Classroom Practices to Guide School-wide Intervention: Preliminary Findings. Teacher Development

60. Elementary 2012-13 (n=19) % Not or Partial In Place % High/Med Priority TotalRank PreCorrect79951741 OTR79841632 5:1 ratio68791473 % Not or Partial In Place % High/Med Priority TotalRank PreCorrect66711371 5:1 ratio63 1262 OTR49571063 Middle School 2012-13 (n = 35)

61. Works with Most Kids… Most of the Time If not working repeatedly  Tier 2 & Tier 3 Supports Necessary &  Maintaining most effective practices that work for most students most of the time… with ALL students (Tier 1)

62. Classroom-wide positive expectations taught & encouraged Teaching classroom routines & cues taught & encouraged Ratio of 5 positive to 1 negative adult-student interaction Active supervision and Proximity Effective Correction & Redirection for minor behavior errors Frequent precorrections for chronic errors Active Engagement: Frequent Opportunities To Respond (OTR) Classroom Setting Evidence Based Practices How can we implement systems that support staff to implement these practices consistently? B B C A C A A

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

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

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

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

67. Thank You! Enjoy the Conference Chris Borgmeier, PhD cborgmei@pdx.edu www.swpbis.pbworks.com