Expanding PBIS into Classrooms: The Fundamentals - Region 19 ESC PBIS Conference: El Paso, TX

January 24, 2019

Heather Peshak George, Ph.D.University of South Florida 1

This product was developed by Florida’s Positive Behavior Support Project through the University of South Florida,

Louis de la Parte Florida Mental Health Institute funded by the State of Florida, Department of Education, Bureau of

Exceptional Education and Student Services, through federal assistance under the Individuals with Disabilities

Education Act (IDEA), Part B.

Heather Peshak George, Ph.D.

Research Professor, Child & Family Studies, Florida Mental Health InstituteCo-Director, FLPBIS:MTSS Project and OSEP Technical Assistance Center on PBISDirector, Florida’s School Climate Transformation Ex-Officio and Past President, Association for Positive Behavior Support

@HeatherPGeorge

Expanding PBIS into Classrooms: The Fundamentals

Region 19 ESC PBIS Conference: El Paso, TX January 24, 2019

Objectives

• Increase understanding of the evidence-based classroom management strategies available

• Learn how to differentiate between systems versus student support issues based on data

• Become familiar with various resources available to assist in problem-solving various classroom issues

GROUP DISCUSSION

– What does effective classroom management look like/sound like?

– What are the greatest classroom management struggles you face in your classroom, at your school, or in your district/context?

3

Student or Systems Issue(Tier 1/Classroom)

If students spend a lot of time…

• in an environment that generates a high rate of problem behavior,

OR

• with adults who have not taught and/or rewarded appropriate behavior…

the environment may be contributing to the students’ problem behaviors!

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Function-based Approach to

Classroom Management

Core Belief

Behavior is functionally related to the teaching

environment

Locus of control and ability to change lies with the TEACHER

What do we know about effective behavior management?

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Inappropriate behavior can be changed

Effective classroom environments can be created to modify behavior

Altering the environment requires changing adult behavior

Adult behavior must change in a consistent and systematic manner

Support systems are essential for both students and adults

Expanding PBIS into Classrooms: The Fundamentals - Region 19 ESC PBIS Conference: El Paso, TX

January 24, 2019

Heather Peshak George, Ph.D.University of South Florida 2

80/20 Rule (Knoster, 2011)

Effective teacher-time invested in student behavior

• >80% of the day the teacher is engaged in positive student interactions

• Implementing effective strategies to prevent problem behavior

• Teaching & reinforcing appropriate behavior

• Enhancing & building positive teacher-student relationships

• Effectively responding to inappropriate behavior

• <20% of the day the teacher is engaged in redirecting inappropriate behavior

Why implement PBIS in the Classroom?

Decrease

Problem Behaviors

Increase/ Enhance

Instructional Time

Student Engagement

Classroom Climate

Teacher-student relationships

Support

Effective behavior management

practices

Groups of students with

challenging behavior

Tiered Model of School Supports and the

Problem-Solving Process

ACADEMIC and BEHAVIOR SYSTEMS

Tier 3: Intensive, Individualized Interventions & Supports

The most intense (increased time, narrowed focus, reduced group size) instruction and intervention based

upon individual student need provided in addition to and aligned with Tier 1 & 2 academic and behavior instruction

and supports.

Tier 2: Targeted, Supplemental Interventions & Supports

More targeted instruction/intervention and supplemental support in addition to and aligned with the core academic

and behavior curriculum.

Tier 1: Core, Universal Instruction & Supports

General academic and behavior instruction and support provided to all students in all settings.

Florida’s State Transformation Team on RtI (Dec. 3, 2009)

PBIS in the Classroom!

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Tier 1/Schoolwide

1. Uses data to make decisions

2. Utilizes prevention strategies

3. Teaches & reinforces appropriate behavior

4. Supports effective classroom practices

5. Utilizes effective response strategies

6. Engages in progress monitoring & evaluation

Tier 1/Classroom

1. Uses data to make decisions

2. Utilizes prevention strategies

3. Teaches & reinforces appropriate behavior

4. Implements effective classroom practices

5. Utilizes effective response strategies

6. Engages in progress monitoring & evaluation

Classroom PBIS Mirrors Schoolwide PBIS

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Improved Student

Outcomes

academic performance (Horner et al., 2009)

social-emotional competence(Bradshaw, Waasdorp, & Leaf, 2012)

social & academic outcomes for SWD(Lewis, 2017; Tobin, Horner, Vincent, & Swain-Bradway, 2012)

reduced bullying behaviors (Ross & Horner, 2009; Waasdorp, Bradshaw, & Leaf, 2012)

decreased rates of student-reported drug/alcohol abuse

(Bastable, Kittelman, McIntosh, & Hoselton, 2015; Bradshaw et al., 2012)

Reduced

Exclusionary

Discipline

office discipline referrals(Bradshaw, Mitchell, & Leaf, 2010; Bradshaw et al., 2012; Horner et al., 2009)

suspensions(Bradshaw, Mitchell, & Leaf, 2010)

restraint and seclusion(Reynolds et al., 2016; Simonsen, Britton, & Young, 2010)

Improved Teacher

Outcomes

perception of teacher efficacy(Kelm & McIntosh, 2012; Ross, Romer, & Horner, 2012)

school organizational health and school climate

(Bradshaw, Koth, Bevans, Ialongo, & Leaf, 2008; Bradshaw, Koth, Thornton, & Leaf, 2009)

perception of school safety(Horner et al., 2009)

School-Wide Positive Behavior Interventions and Supports

Who benefits from PBIS implementation in the classroom?

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EVERYONE

1. Students with & without disabilities

2. Students in general education & in special education

3. Classroom teachers, support staff & Administrators

4. Families

• Problem behaviors are not just a special education issue!

Expanding PBIS into Classrooms: The Fundamentals - Region 19 ESC PBIS Conference: El Paso, TX

January 24, 2019

Heather Peshak George, Ph.D.University of South Florida 3

What are some indicators a teacher may need additional support?

1. Multiple student referrals from a classroom

2. Numerous teacher requests for support

3. Regular Administrator visits/check-ins

4. Increase in teacher absences

5. Teacher-student behavior & academic data alignment

• Example: Multiple referrals (office, teacher-managed) and/or calls for assistance paired with low/declining academic performance

6. Other indicators?

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Evidence-based Classroom PBIS Practices

14(Simonsen, Fairbanks, Briesch, Myers, & Sugai, 2008)

Maximize structure in the classroom

Post, teach, review & reinforceexpectations & classroom rules

Actively engage students

Establish a continuum of strategies to acknowledge appropriate behavior

Establish a continuum of strategies to respond to inappropriate behavior

Strategy #1: Maximize Structure

• What will you do?

• What will students do?

= Establishing Predictable Routines

• How will you arrange the environment?

•Is it working?

•What would you change if you could?

= Designing Effective Classroom Environments

Establish

Teach

PromptMonitor

Evaluate

Strategy #2: Post, teach, review, monitor, and reinforce

a small number of positively stated expectations and

classroom rules

Strategy #2 Component #1:

Establish Expectations

What do you want students to value?

– Classrooms should have 3-5 positively stated expectations

– Aligned to school-wide expectations (if applicable)

Expectations = broad values that apply to ALL (students,

teachers, staff, caregivers, etc.)

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Expanding PBIS into Classrooms: The Fundamentals - Region 19 ESC PBIS Conference: El Paso, TX

January 24, 2019

Heather Peshak George, Ph.D.University of South Florida 4

• What will the expectation look like across important classroom routines (e.g., whole group work, partner work)?

• Operationally define rules to be OBSERVABLE and MEASURABLE

• You can see it and/or

• You can hear it

• Use a matrix format to define and organize grade-level/community or individual classroom expectations and rules

Strategy #2 Component #1 Continued:

Establish Rules

Rules within Routines Matrix

Routines

Rules

Entering

ClassroomSeat Work

Small Group

Activity

Leaving

Classroom

Be Safe

Be

Respectful

Be

Responsible

Rules

Classroom Routines

Group work Desk workQuizzes and

testsArrival Dismissal

Respect Ourselves

Offer ideas

Complete all tasks

Sit with feet on the ground

Get up and stretch if necessary

Study for all assessments

Read through and double-

check all work

Get all supplies for the day

Lock belongings in locker

Check on homework

Pack necessary materials

Respect Others

Compliment others’ ideas

Listen and make eye contact

Work silently

Read quietly if finished ahead

of others

Keep eyes on your own

paper

Study with others

Keep phone off and in bag

Move out of the way quickly

in the hall

Let others sit with you on the

bus

Hold doors for those with bags

Respect Property

Keep materials organized

Move desks quietly

Keep desk area clean

Keep aisles clean

Keep desk area clean

Use scrap paper

Close locker doors quietly

Move chairs quietly

Push chairs under desks

Walk in the hallways

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Strategy #2: Post, teach, review, monitor, and reinforce a

small number of positively stated expectations and

classroom rules

Creation of Behavioral Matrix

Teacher partners

Division of parts of the day

Shared out work

Created consistent language and routines

Displayed for parents in lobby

Created and Delivered Lesson Plans

• Created using the matrix

• Taught expectations for behavior and use of materials

• Incorporated lots of review and practice

• Consistent attention getters

– 5 Things

– 1,2,3, Eyes on Me.

• Social studies

– Creation of rules

– Are you anchored? YES!

Expanding PBIS into Classrooms: The Fundamentals - Region 19 ESC PBIS Conference: El Paso, TX

January 24, 2019

Heather Peshak George, Ph.D.University of South Florida 5

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Practiced in Context with FeedbackPermanent Products = Evaluation Artifacts

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www.PBISVideos.com Make PBIS Part of Your Community (i.e., Classroom Culture)

• In Class

– Morning meetings

– Embedded social skills in curricula

– Afternoon meetings

• With K-1 Partner Class

– Combined morning meetings

– Literacy block

– Science / social studies

• Whole Community

– Wednesday meetings

– Anchor strips

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Expanding PBIS into Classrooms: The Fundamentals - Region 19 ESC PBIS Conference: El Paso, TX

January 24, 2019

Heather Peshak George, Ph.D.University of South Florida 6

Strategy #3: Actively Engage Students

Provide high rates of opportunities to respond (OTR)

Consider various observable ways to engage students

Link engagement with outcome objectives

Provide choice/challenges

Response Boards and Cards

Gestures

Clickers

Technology Tools

1. Kahoot.it – https://kahoot.it/#/

2. Jot! White Board – iTunes App

3. PADlet - https://padlet.com

4. Poll Everywhere - https://www.polleverywhere.com

5. https://basecamp.com

6. Collaborative features of Google

7. Loomio - https://www.loomio.org

8. Socrative - https://www.socrative.com

http://psrtitechnology.weebly.com/free-response-systems.html

Less Intensive More Intensive

Strategy #4: Reinforce Appropriate Behavior

Less Intensive More Intensive

Strategy #5: Respond to Inappropriate Behavior

Expanding PBIS into Classrooms: The Fundamentals - Region 19 ESC PBIS Conference: El Paso, TX

January 24, 2019

Heather Peshak George, Ph.D.University of South Florida 7

1. Maximize structure in your classroom

2. Post, teach, review, monitor, and reinforce a small number of positively stated expectations

3. Actively engage students in observable ways

4. Establish a continuum of strategies to acknowledge appropriate behavior

5. Establish a continuum of strategies to respond to inappropriate behavior

(Knoster, 2015; OSEP, 2015; Simonsen, Fairbanks, Briesch, Myers, & Sugai, 2008)

Recap:What PBIS in the Classroom Should Look and Sound Like

Engaging in Problem-SolvingTools to Support Effective PBIS Classroom Systems

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Now what do I do?

Keep calm, and use the data!

4-Step Problem-Solving to Support PBIS in the Classroom

Step 1: Problem Identification

Step 2: Problem Analysis

Step 3: Intervention Design

and Implementation

Step 4: Evaluation

Why is it occurring?

What is the problem?

What are we going to do about it?

Is it working?

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Which teachers may need support?1. Large number of referrals generated2. Repeated calls to office for assistance

3. Classrooms where students are often removed

• Time in other rooms or activities (reflection)• Time with Nurse or Guidance, etc.

4. Multiple requests for assistance from Guidance, School Psych., etc.

5. High rates of absenteeism6. Teacher-student behavior & academic data

alignment• Multiple referrals and/or calls for assistance paired with

low/declining academic performance

Use Multiple Data Sources

1. Office referrals

2. Teacher-managed or minor referrals

3. Attendance –Student & Teacher

4. Academics

Step 1: What is the Problem?

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Step 2: Why is the problem occurring?Drilling down into the data

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EnvironmentClassroom Behavior System

Instructional & Curricular

Student

What is the CAT?

1. Checklist of effective classroom management practices

2. Tool with pre-populated response choices

3. Generates pie graphs noting areas of strength & need

4. Aligned with Marzano, Danielson, & classwide PBIS practices

5. 3 Domains• Environmental• Classroom Behavior• Curriculum & Instruction

Who completes it?

1. Individual teachers as a self-report

2. Outside observer (e.g., Teacher Mentor, Coach, Guidance, etc.)

Classroom Assistance Tool (CAT)

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Environment

Classroom Behavior

Curriculum &

Instruction

Expanding PBIS into Classrooms: The Fundamentals - Region 19 ESC PBIS Conference: El Paso, TX

January 24, 2019

Heather Peshak George, Ph.D.University of South Florida 8

Classroom Assistance Tool (CAT)

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Step 3: What are we going to do about it?Designing effective strategies

Determine domain with a domino effect

on other domains

Consider teacher preferences & skill sets

Ensure contextual ‘fit’

Include prevention, instructional, & effective response strategies

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Based on the data, prioritize areas of need & determine

next steps

ABCs of Behavior and Classroom Strategies

Preventing Problem Behavior

Antecedents

Events in the environment

that occur before the behavior

Teaching Appropriate

Behavior

Behavior

Observable & measurable

action

Responding to Behavior

Consequence

Events in the environment

that occur after the behavior

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Using the ABCs to Develop StrategiesProblem Behavior

Teacher presents class with grade-level academic task.

Multiple students begin ‘complaining’ about the task.

Teacher ignores the students and goes to desk. Students continue

complaining, do not start working, and escape the task.

Students do not complete the assignment, class is dismissed. Students’ academic

skills do not improve.

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Antecedent – Informs prevention strategies

Behavior – Informs teaching strategies

Response – Informs responding to behavior strategies

Consequence – Informs response strategies

Consequence – Informs instructional & response strategies

Examples of Prevention Strategies1. Develop positive teacher-student relationships

2. Continually teach & reward appropriate behavior

3. Prompt and pre-correct

4. Engage in active supervision

5. Alter the environment • Traffic flow, tempting materials, line of sight, room

organization, visual boundaries

6. Modify style of instruction or response• Relevant, engaging materials

• Special assignments, peer tutoring, computer, play/story/art

7. Provide choices

8. Other ideas/strategies?

Preventing Problem Behavior

Antecedents

Events in the environment that occur before the

behavior

Antecedents Inform Prevention Strategies

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Examples of Teaching Strategies• Explicit teaching, practice, and

continuous review of:

1. School-wide expectations

2. Classroom rules aligned with SW expectations

3. Classroom procedures & routines

4. Skill sets

a. Social skills

b. Time management

c. Problem-solving

d. Organization

e. Self-management, etc.

5. Other ideas/strategies?

Teaching Appropriate

Behavior

Behavior

Observable Measurable

Behavior Informs Teaching Strategies

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Expanding PBIS into Classrooms: The Fundamentals - Region 19 ESC PBIS Conference: El Paso, TX

January 24, 2019

Heather Peshak George, Ph.D.University of South Florida 9

Examples of Response Strategies for Appropriate Behavior

1.Genuine, specific praise that is developmentally appropriate; public or private

2.Peer and/or adult attention

3.Privileges such as preferred seating or activity, free time, fast-pass, etc.

4.Escape opportunities • Assignment, homework, item pass• 2-minute early out • Sensory (music, seating, fidget, etc.)

5. Other ideas/Strategies?

Responding to Behavior

Consequence

Events in the environment that

occur after the behavior

Response Strategies and Appropriate Behavior

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Examples of Response Strategies to Inappropriate Behavior

1. Redirect, re-teach & practice expectations & rules

2. Ignore behavior & teach peers to ignore

3. Conference with student

4. Provide reflection/problem-solving activity

5. Conference & problem-solve with parent

6. Seat change

7. Apology, restitution, Restorative Practice

8. Timeout from positive reinforcement (failure to earn a privilege or reward)

9. Other ideas/strategies?

Responding to Behavior

Consequence

Events in the environment that

occur after the problem behavior

Response Strategies and Problem Behavior

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Designing Strategies Aligned with ABCsTeacher presents class with grade-level academic task.

Students begin working with partners.

Students work cooperatively with partners. Partner groups complete &

turn in assignment.

Students’ academic skills increase and students practice effective

cooperation skills.

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Antecedent Strategy Teacher pairs students to work

on assignment.

Teaching Behavior Strategy - Prior to pairing, students are taught how to work with

partners and ask another pair for help, if needed.

Responding to Appropriate Behavior Teacher walks around the room providing active supervision &

positive praise to student pairs.

Consequence for Appropriate Behavior – Students earn a ‘PRIDE’

ticket for completed work.

Consequence for Appropriate Behavior - Partner groups earn points

toward end-of-week ‘free’ time.

Step 4: Response to Intervention Is it working?

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Did students respond positively to the classroom strategies?

YES

How will you maintain the strategies?

How will you fade the strategies?

NO

Was the intervention implemented with fidelity?

If not, what supports are needed to increase fidelity?

If yes, what changes need to be made to enhance fidelity?

How do you know?Review: Referrals (office & minor), time out-of-class (OSS/ISS, detention), work

completion, rewards earned, etc.

Strategies

1. Share the data2. Strategies are selected in collaboration

with the teacher 3. Openly discuss how the strategies are

working4. Provide on-going support & positive

feedback 5. Offer to share the load6. Align coaching supports with teacher’s

preferred person, i.e., someone they respect

7. Ensure the support provided is not evaluative

8. Other ideas/strategies?

Assessing Fidelity

1. Annually review BoQ scores on Classroom items

2. Re-administer CAT (self-scored and/or observation)

3. Complete PBIS Walk Through4. Review school climate survey data

Gaining Teacher Buy-In for PBIS Implementation in the Classroom

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Access FLPBIS Archived TA Chats!

1. Go to

www.flpbis.org

2. Scroll down

Expanding PBIS into Classrooms: The Fundamentals - Region 19 ESC PBIS Conference: El Paso, TX

January 24, 2019

Heather Peshak George, Ph.D.University of South Florida 10

PBIS Center:Classrooms

https://www.pbis.org/school/pbis-in-the-classroom

Additional Classroom Resources

Behavior Management from

a PBIS Perspective

56

Additional Online Classroom Resources

1. Classroom Resources Training Mini-Modules, Missouri PBS http://pbismissouri.org/class.html

2. Evidence Based Intervention Network http://ebi.missouri.edu/

3. Intervention Central http://www.interventioncentral.org/

4. Library of Classroom Management Videos (by strategy & grade level)

University of Louisville, Academic and Behavioral Response to Intervention - http://louisville.edu/education/abri

5. The IRIS Center http://iris.peabody.vanderbilt.edu/resources.html

6. What Works Clearinghouse http://ies.ed.gov/ncee/wwc57

Guided Tour of FLPBIS’s Online Classroom Resources(www.flpbis.org)

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Wrap Up: Group Discussion

1. How are classrooms identified as needing additional support on your campus?

2. What tool(s) are used to assess the behavior management within the selected classrooms?

3. How is student and teacher progress monitored?

4. Who collects and reviews the data?

5. Any additional questions?

hgeorge@usf.edu

@HeatherPGeorge

@flpbis