CREC 111 Charter Oak Ave., Hartford, CT 06106 1 Donna Morelli and Cynthia Zingler.

CREC 111 Charter Oak Ave., Hartford, CT 06106CREC 111 Charter Oak Ave., Hartford, CT 06106 1

www.pbis.org www.cber.org www.swis.org

Donna Morelli and Cynthia ZinglerCREC Education Specialists

Connecting SW-PBIS to the Classroom: Designing Classroom Supports

Year 2 CoachesDecember 5, 2011

Activity On a sticky note write one or two things about

PBIS that you would like to discuss with other coaches (Ex. Reward systems, PBIS at the secondary level, administrator support, lesson planning, etc.)

CREC 111 Charter Oak Ave., Hartford, CT 06106 2

Introduction State your name, school, and position

Share something that is going really well with PBIS in your school


Today’s Topics Building Systems to Support Best Practices in

the Classroom Schedule for Teaching Classroom Rules Acknowledging Appropriate Behavior Multiple Opportunities to Respond Active Supervision Networking

Big Idea

We often assume green zone green zone is in place everywhere But what about the classroom? How is PBIS being used in the classroom to prevent

yellow zone behaviors? By fortifying the green zone, we can reduce need for

yellow zone

What the Research Says about Classroom Management

Linked with positive student outcomes (academic and behavior)

Increased risk of preventing more serious problems among at-risk

kids

Supports all students in the prevention of possible current and

future behavior problems.

Strong management signals to kids that the class is a safe place to

learn.

Well managed classrooms are rated as having more positive

climates. (Aber et al., 1998; Mitchell, Bradshaw & Leaf, 2009)

Teachers experience greater efficacy Increased student achievement Creative and flexible instructional delivery Teacher longevity (Woolfolk, 2002)

SYST

EMS

PRACTICES

DATA

SupportStaff Behavior

SupportDecisionMaking

SupportStudent Behavior

Your job is Systems

Classroom Management is a School-wide Consideration

PBIS School team provides support Clear delineation of office-managed versus classroom-

managed problems Training on effective teaching and behavior support

strategies Access to evidence-based strategies Materials for implementing interventions Easy way for teachers to request secondary and tertiary

interventions assistance

Self Assessment Review Data- Office Referrals by location

Where are most referrals coming from in your school?

Self Assessment Current Tools

EBS Survey (Classroom) - spring BOQ - winter

Classroom Self Assessment Administrator Walk Through

Self Assessment Review Data- Office Referrals by location

Where are most referrals coming from in your school?

What are the current structures in place that support teachers? FORMAL: process in handbook, teams,

paperwork, flowchart, professional development INFORMAL: What really happens?

How would you change current system?

Building Systems to Support Best Practices in the Classroom

How will staff get skills? How will staff get feedback?

build ongoing structure- buddy system, assigned core master teachers

Develop Training Calendar of PD-orientation, annual staff development days, staff meetings

Develop Access for Teacher Support- Request for Assistance

Communication to Staff Support “Team” Can District/Admin deliver Time and

Resources?

Develop system to present best practice and encourage teacher engagement and implementation

Weekly skill and/or feature mini-lessons for ALLTime for grade level collaboration related to the

lesson, data collection, feedback (ADMINISTRATOR)

Time and resources for after school work sessions (voluntary)

Created timelines for implementation of each feature

Periodic self-assessment for progress monitoring and fidelity check- performance feedback

Planned booster session

Adapted from Lori Newcomer, Ph.D.

ADMINISTRATOR and COACH Each of these practices could be used as a mini module

that could be taught in 10 minutes during a staff meeting!!

***Don’t overwhelm the teachers! “Practice” of the month Take Data-Pre/Post ** need performance feedback How will you set that up?

Buddy system, grade level teams?

1. Expectations & Rules

2. Procedures & Routines

3. Continuum of Strategies to Acknowledge Appropriate Behavior

4. Continuum of Strategies to Respond to Inappropriate Behavior

5. Maximize Student Engagement

6. Academic Success & Task Difficulty

7. Activity Sequence & Offering Choice

What are the Classroom Practices?

3-5 positively stated expectationsalign with school wide expectations

teach replacement behaviorshave students practice

provide visual reminderspre-correction

superviseprovide feedback

Evaluate problems Who? Where?What? When?

Basic Logic

Ideas for working with staff


Classroom Rule Writing Activity 1 List problem behaviors in your classroom List replacement behavior (what we want kids to

do instead) List schoolwide expectations Categorize rules within schoolwide expectations

*Post, teach and acknowledge

student compliance of rules

Handout 1 & 2

Activity 2Classroom Rules Survey Write expectations from the SW matrix. List classroom rules for each expectation. Check if rules meet 5 criteria.

Observable, Measurable, Positive, Understandable, Always Applicable

Use survey questions to consider how expectations and rules are used throughout the building.

Handout 3

Schedule for Teaching Classroom Rules First Grading Period

Teach rules for all areas of school, including individual classrooms, during first week of school

After first week, review rules 2 or 3 times / week

Schedule for Teaching Rules Through Second Grading Period

Review rules once per week Remainder of the Year

Review rules periodically as needed

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?

Admin and Coach

How will you support ALL teachers to align SW

with their classroom expectations/rules ?

1. Gather data- Classroom Walkthrough

2. Get buy-in (articles/research/baseline data)

3. Teach Mini Module/Cool Tool

4. Create support system (buddy/grade level team)

5. Collect Data- performance feedback

6. Present fidelity and outcome data-CELEBRATE

Using the Walk through Walk Through or Brief Observation

Who will conduct?

Admin, Coach, Buddy or Peer?

Example Strategies to Acknowledge

Appropriate BehaviorExamples… Verbal praise Thumbs up, high five Token economy Notes/phone calls home or to principal Student of the hour/day/week Special privileges earned through group

contingency

Acknowledging Appropriate BehaviorEffective strategies are …. Clear and specific Contingent on desired behavior Applied immediately Teacher initiated Focus on improvement and effort

Acknowledging Appropriate Behavior

Effective strategies …. Provided frequently during acquisition Fade as skill develops Avoid comparison/competition across children Sincere and appropriate for student’s age Includes hierarchy of alternatives

Acknowledging Appropriate BehaviorClassroom Continuum: Level 1 = Free and Frequent

Use everyday in the classroom

Level 2 = IntermittentAwarded occasionally

Level 3 = Strong and Long TermQuarterly or year long types of recognition

Feedback Defined as: When the degree to which a

teacher provides the class or an individual student specific feedback on an academic or social behavior that indicates approval or preference for a specific behavior exceeds by a 5 to 1 ratio how often the teacher similarly gives feedback that indicates inaccuracy or disapproval.

Coach and Administrator How will you get baseline data? (Buy in)

Buddy to observe for 10 Teacher records voice for 10

Teach mini module Use buddy system to get performance

feedback Show outcomes (anecdotal too) CELEBRATE!!!

Classroom Continuum to Acknowledge Appropriate Behavior If a school wide system of recognition is already in

place why is it important to also develop a classroom continuum of recognition?

Give examples of how a classroom plan for acknowledging appropriate behavior might align with a school wide system of recognition.

What response can you give to faculty who say it’s cumbersome or too much work to implement both a school wide system and a classroom system of recognition?

Multiple Opportunities to Respond An instructional question, statement or gesture

made by the teacher seeking an academic response from students (Sprick, Knight, Reinke & McKale 2006)

A teacher behavior that prompts or solicits a student response (Simonsen et al, 2008)

Reading aloud Writing answers to a problem Verbally answering a question Responding to a teacher’s cue

Why Provide Multiple Opportunities to Respond?

Behavioral Outcomes: Increases student engagement with instruction Allows for high rates of positive, specific feedback Limits student time for engaging in inappropriate

behavior Is an efficient use of instructional time

(Heward, 1994)

Why Provide Multiple Opportunities to Respond?

Academic Outcomes: Improved Reading Performance:

increased percentage of reading responses, mastery of reading words, rates of words read correctly and decreased rates of words read incorrectly. (Carnine, 1976; Skinner, Smith & McLean, 1994)

Improved Math Performance: percentage of problems calculated correctly per

minutes, number of problems completed and active correct responses. (Skinner, Belfior, Mace, Williams-Wilson, & Johns, 1997)

Rate of Opportunities to Respond New Material:

4 – 6 student responses per minute with 80 % accuracy

Practice Work: 9 – 12 student responses per minute with90% accuracy

(CEC, 1987; Gunter, Hummel & Venn, 1998)

Strategies to Increase StudentOpportunity for Response

A. Track Students Called On

B. Guided Notes

C. Response Cards

D. Computer Assisted Instruction

E. Classwide Peer Tutoring

F. Direct Instruction

A. Track Students Called On Are all students called on?

Use a seating chart & mark off when a student is called on to answer an academic question.

Draw students’ names from a jar Other strategies you have used?

B. Guided Notes Opportunity to Respond is an instructional question,

statement or gesture made by the teacher seeking _______________________.

Rate of OTR for New Material: ____ responses from students per minute with __ % accuracy

Rate of OTR for Practice Work: ___ opportunities with __ % accuracy

Three common strategies to increase OTR are:1. Tracking students called on

2. Guided __________

3. Response ________

How To Develop Guided Notes Examine Existing Lecture Outlines Delete Key Facts, Concepts & Relationships Insert Concept Maps, Graphs, Charts, Diagrams &

Other Resources Provide Formatting Cues (Blank Lines, Numbers,

Bullets, etc) Do Not Require Students Write Too Much

C. Response Cards Cards, Signs, or Items Simultaneously Held

up By All Students to Display Their Responses

Types of Response Cards:Preprinted Cards: Yes/No, True/False,

Agree/Disagree, Preprinted Cards with Multiple Answers: Letters,

Numbers, Parts of Speech, Characters in a StoryWrite-On Cards: 9X12 Response Cards & Dry-

Erase MarkersBack side of recycled paper

Easy to Manipulate, Display and See

Use of Response Cards Teach, Model and Practice the Routine

1. Question 5. Cue to Show

2. Think 6. Hold up Card

3. Decide Answer 7. Put Down Card

4. Wait 8. Prepare for Next Question.

Maintain lively pace Short time between questions Give clear cues OK to look at classmates’ cards Specific, positive feedback for correct answers and

use of cards

Response Card Practice Distribute true/false cards to all participants. Routine:

I will ask a question and give you time to think. I will say “Answer” Show your card with your answer toward me. Hold card until I say “Cards down”. Place card on table and put eyes on me.

Practice

Handout 5

Strategies to Increase StudentOpportunities to Respond


B. Guided Notes

C. Response Cards




D. Computer Assisted InstructionProvides … High levels of response opportunities Immediate feedback Enhanced motivation for learning

E. Class-wide Peer Tutoring Highly structured format Reciprocal peer tutoring so every student can tutor and be

tutored. Promote high levels of on-task behavior Actively engages all students in the classroom

simultaneously

E. Class-wide Peer TutoringCommon Characteristics Clearly Defined Learning Tasks/Responses Individualized Instruction High Rates of Active Student Responding Immediate Feedback and Praise for Correct

Responses Systematic Error Correction Measurement of Student Progress Motivation for Students Newcomer,

2009

F. Direct Instruction Direct Instruction (DI) is a teaching model that

emphasizes carefully planned lessons designed around small learning increments with clearly defined and prescribed teaching tasks.

It is based on the theory that clear instruction eliminates misinterpretations and can greatly improve and accelerate learning. (NIFDI website)

F. Direct InstructionCharacteristics: Explicit, systematic instruction based on scripted

lesson plans. Ability grouping. Emphasis on pace and efficiency of instruction. Frequent assessment. Quick pace helps keep students on task. New material is worked on in highly interactive

format

Strategies to Increase StudentOpportunities to Respond


B. Guided Notes

C. Response Cards




Opportunity to Respond Practice1. Read the classroom vignette (Handout 1).

2. Determine how many opportunities to respond were provided to students during the instructional period.

3. Identify whether each opportunity was an individual or group response.

Handout 1

Observing Opportunities to Respond Classroom: Frequency

Observer tallies the number of instructional questions, statements or gestures made by the teacher seeking an academic response.

Students: Rate of Academic Engagement Observer Records “+” symbol for on-task/engaged

behavior and “-” indicates off-task behavior.

Discussion Activity With your colleagues at the table, consider/share

how your school does (or could) provide information, modeling and feedback about use of OTR to increase student academic engagement.

Prepare to share with the large group. 5 minutes to discuss.

Additional InformationPeer Assisted Learning Strategies (PALS)

http://kc.vanderbilt.edu/pals/

National Institute for Direct Instruction http://www.nifdi.org/

Direct Instruction

http://directinstruction.org/

Activity:Active Supervision

Think about what has been discussed in terms of moving, scanning and interacting.

Consider and record your current practices during whole group instruction, small group instruction, independent work times and transition times.

How could the use of movement, scanning and frequent interaction be enhanced in your classroom?

Handout: Active Supervision Classroom Practices

Building Systems to Support Best Practices in the Classroom

How will staff get skills? How will staff get feedback?

build ongoing structure- buddy system, assigned core master teachers

Develop Training Calendar of PD-orientation, annual staff development days, staff meetings

Develop Access for Teacher Support- Request for Assistance

Communication to Staff Support “Team” Can District/Admin deliver Time and

Resources?

Develop system to present best practice and encourage teacher engagement and implementation

Weekly skill and/or feature mini-lessons for ALLTime for grade level collaboration related to the

lesson, data collection, feedback (ADMINISTRATOR)

Time and resources for after school work sessions (voluntary)

Created timelines for implementation of each feature

Periodic self-assessment for progress monitoring and fidelity check- performance feedback

Planned booster session

Adapted from Lori Newcomer, Ph.D.

ADMINISTRATOR and COACH Each of these practices could be used as a mini

module that could be taught in 10 minutes during a staff meeting!!

***Don’t overwhelm the teachers! “Practice” of the month Take Data-Pre/Post ** need performance feedback How will you set that up?

Buddy system, grade level teams?

Networking Opportunity


Session Evaluation Please complete the evaluation for today’s

workshop.

Thank you!


Contact Information

Donna Morelli – PBIS Trainer

[email protected]

Cynthia Zingler – PBIS Coordinator/Trainer

[email protected]


CREC 111 Charter Oak Ave., Hartford, CT 06106 1 Donna Morelli and Cynthia Zingler.

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