Classroom Systems of Positive Behavioral Interventions & Supports

1. Classroom SystemsofPositive Behavioral Interventions & Supports Idaho SWPBIS Training Institute

2. Purpose To describe the implementation of a systems approach to classroom behavior and instructional management • Critical features • Steps and effective practices • Supporting teachers

3. SAS Classroom Systems

4. Objectives • Focus on classroom component of PBIS – how to support teachers • Describe current status of classrooms (student-teacher interactions) • Discuss several types of teacher support

5. Universal Positive Behavior Support for the Classroom Read through the handout and mark: Got it. I know, understand, and/or agree with this. This is really important or interesting. I don’t understand this, or this does not make sense to me.

6. Basic Rule Design the structure and functions of classrooms to increase predictability and to accommodate individual and collective needs of students

7. What is needed? • A clear model with steps for teaming and problem solving • Access to the right information at the right time in the right format • A formal process a group of people can use to build and implement solutions Horner et al. (2010)

8. Guiding Principles • Teach and manage social behaviors directly and proactively (positively and preventively)…like teaching reading, math, physics, music, etc. • Integrate social and academic management strategies within and across curricula • Maximize academic success to increase social behavior success

9. Prerequisites • Appropriate and relevant curriculum • Meets needs • Perceived as important • Appropriate goals and curricula that are fair, functional, and meaningful • Avoid frustration, dissatisfaction, confusion, rebellion, etc.

10. Common Mistakes • Assuming students know what is expected of them • Absence of clear rules • Vaguely stated rules • Punishing students for failure to exhibit a behavior that they do not know how to do • Increasing instructional minutes will not make up for ineffective instruction

11. So what can be done? • Classroom organization • Instructional management • Behavior management • On-going teacher support

12. Classroom Organization • Physical environment • Student and teacher routines • Transitions • Attention-getting signal • Climate

13. Considerations • How many students will you have in the room at one time? • What kinds of activities will be taking place in your classroom? • Where should students be seated? • How will you regulate movement/supervise/interact? • What should my classroom look like? • Wall space, storage, lighting, etc. • How will you teach students roles and procedures with other staff for consistency?

14. Physical Environment • Seating/furniture arrangement • Traffic patterns • Materials/supplies • Student areas (e.g., small group, break, time-out) • Teacher areas (e.g., desk, materials) • Problem features (e.g., unsupervisable areas, dangerous items/equipment)

15. Physical Environment • Create an orderly learning environment that sets the stage for orderly behavior • Create a pleasant climate for you and your students

16. Classroom Organization Design areas for specific activities • Whole class instruction • Small group instruction • Rug activities • Quiet reading area • Free choice games and activities • Computers Anita Archer

17. Classroom Organization Arrange space so that: • Students face the teacher without turning around • Teacher has close proximity to students • Students can interact with partner and/or team • Teacher can see all areas of room • Teacher can easily monitor all areas • Teacher and students can move easily around room • Teacher can access necessary instructional materials • Students can access necessary materials Anita Archer

18. Paired Rows Anita Archer

19. Slanted Rows Anita Archer

20. Slanted Tables Anita Archer

21. Double U Anita Archer

22. Double E Anita Archer

23. Checklist Evaluating the Physical Organization of the Classroom: Setting the Stage

24. Routines • Increase predictability and consistency • Both teacher and student routines • Build into environment/prompts • “Stack and Rack” • Consider “common” routines • Lining up • Restroom breaks • Preparing for work • Transitions between activities

25. Routines In classes where routines and procedures are clearly delineated and taught during the initial weeks of school, appropriate behavior is much more likely to occur. Predictability predicts ability! Anita Archer

26. Routines • Determine situations where a routine or procedure is needed • For each situation, determine a routine/procedure that • Promotes self-responsibility • Doesn’t require teacher involvement • Is effective and efficient • Can be used consistently Anita Archer

27. Routines • Document routines/procedures • Teach most important routines procedures • Review routines/procedures Anita Archer

28. Student Routines • Start/end of day • Transitions • Personal needs (e.g., bathroom, pencil sharpening) • Working in groups and independently • Special events • Materials and equipment • Homework and assignments • Personal belongings

29. Teacher Routines • Planning and implementing instruction • Classroom movement (circulation) • Working with assistants, volunteers, student teachers • Communications

30. Example Routines & Procedures Checklist: “Situation Requiring a Classroom Routine or Procedure”

32. Classroom Routines • What are 3 routines common across classrooms in your school? • Complete the Classroom Routines Matrix for your classroom. • What is a PROCESS you might use with your faculty to define and share effective examples?

33. Efficient Transitions • Teach signal and routine • Practice in natural context • Precorrect in problem situations • Monitor continuously • Positively reinforce contingently

34. Attention-getting Cue/Rule • Select cue that is effective, efficient, and relevant • Apply consistently • Positively reinforce contingently

35. Classroom Climate • Develop plan before school starts • Determine expectations • Teach expectations directly • Use first weeks of school to establish • Expectations and behavior/routines • Climate (laugh, smile, accept student ideas)

36. Active Student Responding Available Time Allocated Time Opportunityto Respond Time on task Instructional Time Active Student Responding Adapted from Heward, 1994

37. Active Student Responding Available Time Allocated Time Opportunityto Respond Time on task Instructional Time Active Student Responding

38. Classroom Goals & Rules Students are more likely to exhibit desired behaviors when expectations are clear. What you expect = What you get Anita Archer

39. Classroom Goals • With grade level team or school faculty, establish goals you would like children to reach • Goals reflect values you hold for students • Goals are more global than rules • Analogy • Goal – Drives should be courteous • Rules – Speed limit 65 Anita Archer

40. Classroom Goals Example Goals: • Respect others • Be responsible • Do your best work • Cooperate with others Anita Archer

41. Generic Instructional Approach • Define • Operation definitions of what will be taught • Observable and measurable • Teach • Identify and explain rule • Model/demonstrate relevant examples • Arrange structured practice, role play, behavioral rehearsal • Remind • Precorrect or prompt rule immediately prior to entering natural context

42. Classroom Rules Rules for Rules: • Are fewer in number • State desired behavior • Are short and simple • List observable behaviors • Begin with a verb • Clearly define behaviors Anita Archer

43. Classroom Rules Example Rules: • Arrive on time • Bring school materials only • Follow directions • Participate in activities • Work during work sessions • Use language appropriate to school and work-place Anita Archer

44. Classroom Rules • Introduce rules • Teach lessons on individual rules • Review rules • Post rules • Act as if you expect desired behaviors Anita Archer

45. Generic Instructional Approach • Monitor • Supervise independent application in natural context • Provide feedback (positive reinforcement and corrections) • Collect data • Evaluate • Examine effect of instruction (i.e., review data, make decisions, follow up)

46. Behavior Management Basics • Use continuum of strategies to encourage expectations • Teach expected behavior • Increase opportunities for academic and social success • Provide positive feedback more often than corrections and reprimands (e.g., 5 to 1) • Move from tangible to social reinforcement • Move from external to self-managed reinforcement • Individualize reinforcement • Use continuum of strategies to discourage/correct inappropriate behaviors

47. Characteristics of Effective Praise • Good praise follows the “if-then” rule • Make sure students are doing exactly what you want them to be doing • Praise them within 1 or 2 seconds after the behavior occurs • If it is an on-going behavior, praise during the behavior

48. Systems Support • Shift to school-based teams rather than relying on “outside experts” • As with SWPBIS the systems guide the implementation of effective practices • Link classroom management practices to SWPBIS • Use data for decision-making

50. School Status and Commitment • Complete the Classroom Settings section of the Staff Survey • Summarize the results • Add items to action plan as needed • Prepare to report out on status of system and planned activities