Bridging the Gap
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Transcript of Bridging the Gap
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Bridging the Gap
PBIS State Coaches Meeting April 21, 2009
Rosanne C. WilsonCynthia Schulmeyer Karyn Renneberg
HCPSS
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Bridging the Gap
School-wide PBISBetween
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and Classroom Management
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Universal School-Wide
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Classroom Universal
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School-Wide Systems
Non ClassroomSettingSystems
Classroom Systems
Individual Student Support Systems
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1. Leadership team2. Behavior purpose statement3. Set of positive expectations & behaviors
4. Procedures for teaching SW & classroom-wide expected behavior
5. Continuum of procedures for encouraging expected behavior
6. Continuum of procedures for discouraging rule violations
7. Procedures for on-going data-based monitoring & evaluation
School-wide
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Data-based Monitoring
School-wide
Classroom
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SWIS ODR DataLocation
Elementary Schools
20
3
1 1
3
8
1
7
0
5
10
15
20
25
Classroom Playground Gym Bus
1st Location
2nd Location
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SWIS ODR Data Location
Middle Schools
11
1
0
1
4
7
0
2
4
6
8
10
12
Classroom Bus Hall/breezeway
1st Location 2nd Location
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Summary
Location #1Classroom-79% (across levels)
Location #2Bus-52% (Elem/Middle)Playground-32% (Elem)Hall-58% (Middle)
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Classroom-wide positive rules taught & encouraged Teaching classroom routines & cues taught &
encouraged Effective academic instruction & curriculum Ratio of 5 positive to 1 negative adult-student
interaction Active supervision Redirections for minor, infrequent behavior errors Frequent pre-corrections for chronic errors
Classroom
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How Are Expectations and Rules Different?
• Expectations are broadly stated
• Expectations apply to all people in all settings
• Expectations describe the general ways that people will behave
Transitioning PBS to the Classroom Kim Herrmann, Stephanie Martinez, & Michelle White University of South Florida
APBS 2008
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Differences continued. . .
• Rules describe specific behaviors:
Observable Measurable
• Rules may apply to a limited number of settings
• Rules clarify behaviors for specific settings
Transitioning PBS to the ClassroomKim Herrmann, Stephanie Martinez, & Michelle WhiteUniversity of South Florida APBS 2008
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How Are Expectations and Rules Similar?
Both should be limited in number (3-5)Both should be positively stated Both should be aligned with the schoolBoth
should clarify criteria for successful performance
Transitioning PBS to the ClassroomKim Herrmann, Stephanie Martinez, & Michelle WhiteUniversity of South Florida APBS 2008
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Which Ones Are Expectations? Which Ones Are Rules?
Table Activity
Envelope(s) on each table
Catagorize as rules or expectations
Add other rules or expectations to blank slips
Share out
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BREAK
BREAK
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Guidelines for Creating Rules
• Rules describe specific behaviors: Observable Measurable
• Rules may apply to a limited number of settings
• Rules clarify behaviors for specific settingsTransitioning PBS to the Classroom
Kim Herrmann, Stephanie Martinez, & Michelle White
University of South Florida APBS 2008
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Define and teach 3-5 rules for your classroom early in year. Positively stated rules Easy to remember Posted in the classroomConsistent with School-wide
expectations Taught Directly
– Positive and negative examples Examples:
– Be safe, Be responsible, Be respectful– Respect others, Respect property, Respect self
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SETTING
Classroom Hallways Playground Cafeteria Assembly Bus
Respect Ourselves
Be on task.Bring
homework.Come with materials (pencils,
paper, etc.)
Walk. Have a plan.
Eat all your food.
Select healthy foods.
Sit in one spot. Watch for your stop.
Respect Others
Hands/feet to self.
Help/share with others.
Use normal voice
volume.Walk to
right.
Play safe.Include others.
Share equipment.
Practice good table manners
Listen/watch.Use
appropriate applause.
Use a quiet voice.Stay in your seat.
Respect Property
Recycle.Clean up after
self.
Pick up litter.
Maintain physical space.
Use equipment properly.
Put litter in garbage can.
Replace trays &
utensils.Clean up
eating area.
Pick up.Treat chairs
appropriately.
Wipe your feet.Sit appropriately.
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Use Your Style Arrive To School On Time
RESPONSIBLE Do Your Best
DETERMINED Eyes On Speaker
RESPECTFUL Inside Voice
RESPECTFUL Stay focused On Your Assignments
DETERMINED Keep Desk Orderly
RESPONSIBLE
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Establish a “positive environment” Five instances of praise for every correction.
Begin each class period with a celebration.
Your first comment to a child establishes behavioral momentum.– Engelmann, Mace, “interspersed requests”
Provide multiple paths to success/praise.Group contingencies, personal contingencies, etc
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Morning Meeting(Circle of Power and Respect, CPR)
Greeting
Sharing
Group Activity
Morning Message
– www.responsiveclassroom.com
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What a Difference a Greeting Can Make
Sets that positive tone Provides a sense of recognition and belonging Requires students to extend the range of
classmates they notice and greet Allows the teacher to observe and take the pulse of
the class Provides practice in greeting others with appropriate
skills (eye contact, turn taking, hand shake, voice tone,etc)
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ScoreBoard Similar to Good Behavior Game Write Class/Teacher name or for
younger classes smiley and frown. Points to class when rules are followed Points to teacher when not, don’t allow
more than a 3 point difference
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Scoreboard After about 2-3 weeks add “Groan” Model and have class respond to prevent the fine Please Stop or Get it together,etc If the class responds before you write the points, then
they “win” This eliminates peer support of poor behavior
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Establish a Predictable Environment Define and teach classroom routines
How to enter class and begin to work How to predict the schedule for the day What to do if you do not have materials What to do if you need help What to do if you need to go to the bathroom What to do if you are handing in late material What to do if someone is bothering you. Signals for moving through different activities.
– “Show me you are listening” How to determine if you are doing well in class
Establish a signal for obtaining class attention Teach effective transitions.
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Rules within Routines Matrix
Routines
Expectations
Entering Classroom
Seat WorkSmall Group
ActivityLeaving
Classroom
Be Safe
Be Respectful
Be Responsible
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Activity
Identify Routines
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Design a Functional Physical Layout for the Classroom
– Different areas of classroom defined for different activities
Define how to determine “what happens where”– Traffic patterns– Groups versus separate work stations– Visual access
Teacher access to students at all times Student access to relevant instructional materials
– Density– Your desk
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Instruction Influences Behavior
Pacing Opportunities for student responses
Acquisition vs. Practice/Performance Student feedback from teacher
Rob Horner, George Sugai, and Celeste Rossetto Dickey
University of Oregon and University of ConnecticutOSEP TA Center on Positive Behavior Supportwww.pbis.org
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Vary modes of instruction Group lecture Small group Independent work Integrating Activities Peer tutoring
Rob Horner, George Sugai, and Celeste Rossetto Dickey University of Oregon and University of ConnecticutOSEP TA Center on Positive Behavior Supportwww.pbis.org
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Maximize Academic Engaged Time
Efficient transitions Maximize opportunities for student
responses Self-management Active Supervision
Move Monitor Communication/Contact/Acknowledge
Rob Horner, George Sugai, and Celeste Rossetto Dickey University of Oregon and University of ConnecticutOSEP TA Center on Positive Behavior Supportwww.pbis.org
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Instructional “Management” Strategies
Peer tutoring Computer assisted Instruction Choral Responding Response Cards Direct Instruction Work-oriented, but relaxed and pleasant Students are deeply involved in their work Students know what is expected of them and are generally successful There is relatively little wasted time, confusion, or disruption The climate of the classroom is is work-oriented, but relaxed and
pleasant
Universal Positive Behavior Support For the Classroom
Lori Newcomer, University of Missouri
C.M Anderson University of Oregon
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Link classroom to school-wide–School-wide expectations
–Classroom v. office managed rule violations
Apply three tiered prevention logic to classroom setting
–Primary for all
–Secondary for some
–Tertiary for a few
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Primary Prevention:School-/Classroom-Wide Systems for
All Students,Staff, & Settings
Secondary Prevention:Specialized Group
Systems for Studentswith At-Risk Behavior
Tertiary Prevention:Specialized
IndividualizedSystems for Students
with High-Risk Behavior
~80% of Students
~15%
~5%
CONTINUUM OFSCHOOL-WIDE
INSTRUCTIONAL &POSITIVE BEHAVIOR
SUPPORT
Center on Positive Behavioral Interventions & Supports
www.pbis.org
February 2006
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Questions
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This Afternoon Role of the Coach We want to Hear from You!!
QuickTime™ and a decompressor
are needed to see this picture.
New Coaches Veteran Coaches
Prizes! and Surprises!
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Resources
• Best Behavior-Building Positive Behavior Support in Schools. Golly, A & Sprague, J. Sopris West Educational Services New York, NY 2005
• Building Effective Classroom ManagementRob Horner, George Sugai, and Celeste Rossetto Dickey University of Oregon and University of ConnecticutOSEP TA Center on Positive Behavior Support www.pbis.org
• Class-wide Interventions-Effective Instruction Makes a Difference Conroy, M.A. et al Teaching Exceptional children, Vol.40, No. 6, pp. 24-30
• Just In Time- Powerful Strategies to Promote Positive Behavior. Mendler, A.N., National Education Service, Bloomington, IN 2005
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Resources
• Universal Positive Behavior Support for the Classroom, Lori Newcomer, University of Missouri
• Strategies for Successful Classroom Management-Helping Students Succeed without Losing your Dignity or Sanity, Mendler, A. N., Mendler, B.D., & Curwin, R.L.
Corwin Press, Thousand Oaks, CA , 2008
• Transitioning PBS to the Classroom K. Herrmann, S. Martinez, & M. White University of South Florida APBS 2008
• What Successful Teachers Do in Diverse Classrooms: Research Based Classroom Strategies for New and Veteran Teachers. Glasgow, N. A., McNary, S. J. & Hicks, C. D. (2006) Thousand Oaks, CA: Corwin Press