The ABC’s of Effective Classrooms: PBIS , Equity & the Common Core
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Transcript of The ABC’s of Effective Classrooms: PBIS , Equity & the Common Core
The ABC’s of Effective Classrooms: PBIS, Equity
& the Common Core
Chris Borgmeier, PhD [email protected]
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
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
What is PBIS?
~15%
~5%
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
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
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”
UNIVERSAL SCREENING
PBIS: Big Ideas Focus on What We Can Change
We cannot prescribe medicationWe cannot change the students previous
experiencesWe often cannot change the parenting practices in
the home
What Can We (the Professionals) Change?our own Behavior, Practices, and Beliefs
Positive, Predictable Environments Especially necessary for diverse learners
Second-language learnersStruggling learnersLearners from different culturesLearners with challenges with attention and
impulsivity
But benefit ALL students
Universal Interventions:School-/Classroom-Wide Systems for
All Students,Staff, & Settings
Targeted Group Interventions:
Specialized GroupSystems for Students with At-Risk Behaviour
Intensive Individual Interventions:Specialized
IndividualizedSystems for Students
with High-Risk Behaviour
CONTINUUM OFSCHOOL-WIDE
INSTRUCTIONAL & POSITIVE BEHAVIOR
SUPPORT
~80% of Students
~15%
~5%
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 instructionSmooth, Quick TransitionsLimited interruptions of instructionLimited Problem Behavior
The ABC’s & PBIS in the Classroom
Back to the Basics The Fundamentals of Classroom and
Instructional Management
Important Keys to:Equity in the ClassroomMaximizing Instruction of the Common Core
Learning A B C
Student Learns through repeated experience, that under these specific Antecedent conditions, if I engage in this Behavior, I can expect this Consequence
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
Learning & ABC
A B CStudent 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 DAYStudent is asked to do a math problem in front of the class
What happens today???
Summary Statement Based on several observations Identifies predictable relationships between
environmental variables and behavior
Whenstudent will becausetherefore the function of the behavior is to
access /escape/avoid(choose one)
(some Antecedent condition occurs)
(engage in a specific Behavior)(a predictable outCome will occur)
(something in the environment)
asked to math problem in front of classVerbally refuse, disrespect teacherteacher calls on someone else
Math failure/embarrassment
PBS v. Reactive Model
A B CPBS (Positive Behavior Support) – ProactiveEmphasis 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 approachLimited focus on Antecedent Interventions
Little focus on teaching behavior
Emphasis on punitive response to negative behavior
Traditional / Reactive Approach
A B CStudent Situation & what the student has learned
Asked to do math problem at the board in front of class of peers
1st 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 approachNo 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 officeNON-PBIS
PBIS Approach
A B CStudent Situation & what the student has learned
Asked to do math problem at the board in front of class of peers
1st 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 approachGive student a problem they can be more successful w/ by practicing problem ahead of time w/ student
Teach & Practice:a. to more politely
refuse problemb. Math skills needed to
problem
Reward student for a. Refusing politely,
instead of w/ negative behavior
b. Trying & success w/ math problem
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
AA
A
C
C
Probabilities
What works for Most Kids Most of the Time
Nothing always works… but what are the odds?
Primary Prevention:School/Classroom-Wide Systems for
All Students,Staff, & Settings
Secondary Prevention:Specialized Group
Systems for Students with At-Risk Behavior
Tertiary Prevention:FBABSP for Students with High-Risk Behavior
~15%
~5% CONTINUUM OFSCHOOL-WIDE
POSITIVE BEHAVIORSUPPORT
Primary Prevention:School/Classroom-Wide Systems for
All Students,Staff, & Settings
Secondary Prevention:Specialized Group
Systems for Students with At-Risk Behavior
Tertiary Prevention:FBABSP for Students with High-Risk Behavior
~15%
~5% CONTINUUM OFSCHOOL-WIDE
POSITIVE BEHAVIORSUPPORT
~15%
~5% Won’t act out no matter what!
The Fundamentals of Effective Classroom Management
Increasing the ODDS Practices to Invest In
PBIS ApproachThe Fundamentals
A B CPBS (Positive Behavior Support) – Proactive approach
PREVENT -PreCorrect/Prompting-Proximity & Active Supervision-Active Engagement (Opportunities to Respond)
TEACHExplicitly Teach Desired -Expectations/Behavior-Routines & -Skills
REINFORCEPraise (Be Specific)
Effective Redirection & Correction
Routines & Predictability
Daily Schedule & Sequence Expectations & Routines Acknowledgement How you Respond to Problem Behavior
And doing so effectively
Positive, Predictable Classrooms
A B C
Student Learns through repeated experience, that under these specific Antecedent conditions, if I engage in this Behavior, I can expect this Consequence
Consistency
is the Key!!!
B – Behavior
TEACHING
What the Research SaysPost, 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)
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What the Research SaysTeachers 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”
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Need to know what you want it to look likeExpected BehaviorRoutines (social, instructional, organizational)Transitions
Video Exampleshttp://explicitinstruction.org/?page_id=92
Active Participation - 7th Gradehttp://
www.scoe.org/pub/htdocs/archer-videos.html Active Participation - 7th Grade
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
A – Antecedent Intervention
PREVENT& Set up for Success
PREVENT… Nothing always works – we’re just playing the odds I like my odds better before problem behavior
has occurred rather than after
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
Proximity (for Prevention)
Active Supervision Increases opportunities:
Catch & Acknowledge more kids doing right thing Pre-empt potential problem behaviors
“With-it-ness”
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)
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% accuracyPractice/Review - 90% or higher accuracy
Anita Archer
C – Consequences
REINFORCE& Effective Redirection &
Correction
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
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Positive, Predictable Classrooms
A B C
Student Learns through repeated experience, that under these specific Antecedent conditions, if I engage in this Behavior, I can expect this Consequence
Consistency
is the Key!!!
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)
1000 Classroom Observation Study
=5.4 Pos. Feedback / Hour Total Classrm Obs.• Elem = 1515• MS = 725• HS = 1381
=2.4 Pos. Feedback / Hour
Increasing Specific Praise
“You know when I do it…. It really works!”
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
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 predictable Less predictable
Whining, Tantrum/ Tearing up Verbal Aggression Talking Insubordinate papers Threats
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
Responding to Misbehavior
Respond Consistently, Calmly, Briefly & Return to InstructionGoal: pay more time & attention to positive
behaviorReduce Student EscalationReduce amount of missed instructional time
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
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
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
Borgmeier, Loman & Hara (In Press). Teacher Self-Assessment of Evidence-Based Classroom Practices to Guide School-wide Intervention: Preliminary Findings. Teacher Development
Elementary 2012-13 (n=19)% Not or Partial In
Place
% High/Med Priority
Total Rank
PreCorrect 79 95 174 1
OTR 79 84 163 2
5:1 ratio 68 79 147 3
% Not or Partial In
Place
% High/Med Priority
Total Rank
PreCorrect 66 71 137 1
5:1 ratio 63 63 126 2
OTR 49 57 106 3
Middle School 2012-13 (n = 35)
Works with Most Kids… Most of the Time
If not working repeatedlyTier 2 & Tier 3 Supports Necessary
&Maintaining most effective practices that work
for most students most of the time… with ALL students (Tier 1)
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
ACAA
Nonclassr
oom
Setting Syst
ems
ClassroomSetting Systems
Individual Student
Systems
School-wideSystems
School-wide PositiveBehavior Support
Systems
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)
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 1st time
+ Regular review & active practice+ Monitor implementation continuously+ Acknowledge improvements
(Sugai, 2006)
Classroom SystemsBuilding 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
Thank You!Enjoy the Conference
Chris Borgmeier, PhD [email protected]