PBIS Team Leader and
Coach Training
Baltimore County Public Schools
Positive Behavioral
Interventions and
Supports
November 8, 2010
Conference Center at Sheppard Pratt
OUTCOMES
PRACTICES
What We Know…
“Children
are eager
and
capable
learners…”
Research on early learners from Alexa Posny, 2009
Research
(Hart & Risley, 1995)
Professional
family child
Words
Heard
per hour
Affirmatives
per hour
Prohibitions
per hour
2153
32
5
Research
(Hart & Risley, 1995)
Words
Heard
per hour
Affirmatives
per hour
Prohibitions
per hour
Professional
family child
2153
32
5
Working class
child
1251
12
7
Research
(Hart & Risley, 1995)
Words
Heard
per hour
Affirmatives
per hour
Prohibitions
per hour
Professional
family child
2153
32
5
Working class
child
1251
12
7
Child living in
poverty
616
5
11
How…
• “Early intervening services…are services
for children in kindergarten through grade
12 (with a particular emphasis on children
in kindergarten through grade 3)
• who have not been identified as needing
special education and related services,
• but who need additional academic and
behavioral support to succeed in a general
education environment.”
What We Know…
“There is a greater
tragedy than being
labeled as a slow learner
--and that is being treated
as one.”
Why…
“Early learning begets later
learning and early success
breeds later success…The later
in life we attempt to repair early
deficits, the costlier remediation
becomes…”
James Heckman, Nobel Prize-Winner, Economics,
2000
What We Know…
“A longitudinal study of 407 students
found that 74% of the children
whose difficulty in reading was first
identified at nine years of age or
older continued to read in the
lowest quintile throughout their
middle and high school years.”
What We Know…
• The earlier school staff can identify
students’ difficulties, the quicker and
less expensive the task is to help
them catch up
• The longer a student goes without
assistance, the longer the
remediation time and the more
intense the services must be
• Academically and behaviorally
How…
Response to Intervention (RTI) is a way
of screening children, early in their
schooling, that can help schools and
educators identify those who may not
be responding to instruction – and
thus may be at risk for school failure.
The technique allows schools, on a
schoolwide basis, to provide any
student more intensive support–and
monitor their progress—than typically
available in every classroom.
Tier 3:
Selected Interventions
•Small groups/individual students
•Reduce complexity and severity
of academic and behavior problems
Tier 2:
Targeted Interventions
•Groups of students/at risk
•Reduce academic and behavior
problems
Tier 1:
Universal Interventions
•All settings, all students
•Prevent academic and
behavior problems
Academic Behavior
Academic Skills
Organization of materials
Time management
Behavioral/
Social/Emotional
Skills
Frequency, Intensity, Duration
Systematic Academic & Behavior Planning
Supports Classroom Instruction
Work Completion
Instructional Practices and Interventions
Food for Thought
“There are really only three types of people:
Those who make things happen;
Those who watch things happen; and
Those who ask, ‘What happened?’”
--Ann Landers
What type of person are you?
What We Know…
• Students must know what is
expected of them
• Behavior is learned
• Schools must provide safe,
learning conducive and predictable
environments
• We must teach students what
positive behaviors look like
How…
• By intentionally designing and redesigning
resources to match student needs
• Ensuring that every leader is responsible for
planning, implementing and evaluating
• Using academic and behavioral data to inform
instructional/behavioral decisions
• Including educators, families and community
members as part of effective problem-solving
and instructional decision making
• Creating an empowering culture that maintains
collective responsibility for every child’s success
Objectives for Today
•
•
•
•
STARS and data reporting
BOQ and classroom systems
Role of the team leader and coach
Sharing strategies for improved
outcomes
Take Away Message
•Consider how you are going to use the
materials and ideas discussed today
•Plan to take these ideas back to your team
•Evaluate your school’s data in a meaningful
way—
•What are your current outcomes?
•What are your school’s goals?
•How do you plan to get there?
•With your team—strategize how you will
implement some of these ideas
Desired Student Outcomes
Supports Staff
Behavior
• Academic
achievement
• Positive social skill
development
• Self-control and selfmanagement
Supports Decision
Making …
OUTCOMES
PRACTICES
Supports Student
Behavior
Data Needs to be Your Friend
Without data, you are just
another person with an
opinion…..
The Big 5 Generator
•
•
•
•
Excel spreadsheet
Record STARS data by Month
Label each document by Month
Cut and paste graphs into document
– Average Referrals per Day by Month
– Problem Behavior
– Location
– Time
– Students
Average Referrals per Day by Month
Major Referrals Per Day Per Month
7
6
5
4
3
2
1
A
Se ugu
pt st
em
O c be r
No t ob
ve e r
De mb
ce er
m
Ja ber
nu
Fe ary
br
ua
r
M y
ar
ch
Ap
ril
M
ay
Ju
ne
Ju
ly
0
2009-2010
2010-2011
2011-2012
In
Ag app
gr ro.
es
sio Lan
n/ g
Di Figh
sr
es t
pe
ct
Ly
Ha ing
Di rra
sr ss
up
t io
n
Ta
rd
y
Pr
op
Sk
Fo Dam ip
rg
er age
y/
Th
ef
Dr t
es
In
s
na
pr Te
o.
ch
Ou Affe
c
t
Ga Bo t.
ng un
Di d s
sp
To lay
ba
c
Al co
co
ho
Dr l
Co ug s
m
bu
s
Bo t
m
b
Ar
W son
ea
po
ns
Ot
Un he
kn r
ow
n
Referrals by Problem Behavior
Office Disciplinary Referral Problem Behaviors
140
120
100
80
60
40
20
0
October
Cl
a
Pl ssro
ay o
g m
Ha C rou
ll/ om nd
Br m
ee on
Ba C zew s
t h af ay
/R ete
es ri
tro a
om
G
Bu Lib ym
s L ra
Pa oad ry
rk in
in g
gL
Sp
ot
ec
i B
Of al E us
f-C ve
a m nt
St pu
ad s
iu
Lo
ck Of m
O
Un th er fic
kn er Ro e
ow Lo om
n cat
Lo io
ca n
tio
n
Referrals by Problem Location
Office Disciplinary Referral Problem Locations
35
30
25
20
15
10
5
0
Seri es 1
Referrals by Time of Day
Office Disciplinary Referrals By time
10
9
8
7
6
5
October
4
3
2
1
0
7:00 7:30 8:00 8:30 9:00 9:3010:0010:3011:0011:3012:0012:301:00 1:30 2:00 2:30 3:00 3:30 4:00 4:30
Referrals by Students—Percentages
0
4
11
100%
17
80%
60%
40%
96
6+ Referra l s
2-5 Referra l s
72
0-1 Referra l s
20%
0%
National Grades 9-12
Your School's name here
Resources
www.pbismaryland.org
Additional Resources
www.pbismaryland.org
• Home Page toolbar on left
– Forms (IPI and BOQ)
– School examples
• Resources—Coaches and Schools
– Select “coaches” and then select button
“coaches resources”
• For all summer presentations (July 2010),
click “Archives” and look under “20102011 Stories”
• Archives button on the toolbar for all
previous postings prior to this school year
When a
hammer is
the only
tool you
have,
everything
looks like a
nail.
BOQ—Benchmarks of Quality
Revised 2010
•
•
•
•
•
Benchmarks of Quality
Assesses ten areas of implementation
See www.pbismaryland.org “forms”
Scoring form and rubric
Critical area added—Classroom Systems
BOQ Rubric
• Standards for scoring
• Review to assess your school’s progress
• BOQ completed in the spring of each year
Classroom Systems—BOQ Items
42. Classroom rules are defined for each of the schoolwide
expectations and are posted in the classroom
43. Classroom routines and procedures are explicitly identified for
activities where problems often occur (e.g., entering class, asking
questions, sharpening pencil, using restroom, dismissal
44. Expected behavior routines in classroom are taught
45. Classroom teachers use immediate and specific praise
46. Acknowledgement of students demonstrating adherence to
classroom rules and routines occurs more frequently than
acknowledgement of inappropriate behavior
47. Procedures exists for tracking classroom behavior problems
48. Classrooms have a range of consequences/interventions for
problem behavior that are documented and consistently delivered.
Classroom-wide Positive Behavior Support Systems
Positive
Expectations
for All Students
Classroom
Systems
Slides for Classroom Systems created by Joan Ledvina Parr, Patti Hershfeldt, and Susan Barrett
Student Achievement
Instructional Management
• Outcome-based
• Evidence-based
curriculum
• Well designed lessons
• Well presented lessons
• On-going progress
monitoring
• Good behavior management
Behavior Management
• Expected behavior &
routines taught and
practiced
• High rates of
acknowledgements for
rule following behavior
• High rates of positive &
active supervision
• Good instructional teaching
Training Outcomes Related to
Training Components
Training Outcomes
Training
Components
Knowledge
of Content
Skill
Implementation
Classroom
Application
Presentation/
Lecture
10%
5%
0%
Plus
Demonstration
30%
20%
0%
Plus
Practice
60%
60%
5%
Plus Coaching/
Admin Support
Data Feedback
95%
95%
95%
Joyce & Showers, 2002
Moving from Research to Practice
• Teachers typically receive little training in classroom
management
• Training by itself does not result in positive
implementation or intervention outcomes
• Multi-component training packages result in desired
behavior change (didactic training + coaching +
performance feedback)
• Teachers demonstrated behavior change only once
they received performance feedback
• Self-monitoring may result in increased skill use
Self-Assessment
•
•
•
•
STARS data by location
Results from EBS Survey (classroom)
Classroom Self-Assessment
Results from Observations and/or Walk
Throughs
Classroom
Supports
FEW
•SW Expectations linked to class rules
and routines
•Behavior Basics
•Evidence Based Practices
•Feedback Ratio
•Wait time
•Opportunities to Respond
•Self Management
•Academic Match
•Working with Families
•Transitions
•Using Pre-corrections
•Active Supervision
•Data Collection and Using Data to
Guide Decisions
•ODR, MIR
•Self Assessment
•Peer Coaching
•Good Behavior Game
ALL
•Data Collection and Progress
Monitoring at T3
•Working with Families
•Role on the Individual Support Team
•Building Behavior Pathways and
Hypothesis Statements
SOME
•Working with Families
•Deciding to increase Support
•Progress Monitoring
•Using the Daily Progress Report
• Working with Students using CICO
•Working with Students using “CICO
Plus” Academic or Social Instructional Groups
•Using Data to Guide Decisions
•Working with T2 Teams
Five Areas of Evidenced Based
Practices for the Classroom
• Define classroom expectations and
rules
• Develop procedures and routines
• Identify strategies to acknowledge
appropriate behavior
• Identify strategies to respond to problem
behavior
• Maximize student engagement
Evidence Based Practice # 1
Expectations and Rules
• Expectations are the outcomes
• Rules are the specific criteria for
meeting the expectation outcomes
• Rules identify and define the
concepts of acceptable behavior
Guidelines for Writing
Classroom Rules
•
Classroom rules need to be consistent
with the schoolwide expectations and
1. Observable
2. Measureable
3. Positively stated
4. Understandable
5. Always applicable—something the
teacher will consistently enforce
Schoolwide : Classroom
I am
respectful
Listen politely
Raise hand to speak
Use kind words
I am
responsible
Follow directions
Accept consequences without upset
I am
safe
Keep hands and feet to self
Stay in assigned areas
Sit in chair safely
Use furniture and supplies appropriately
Come prepared with homework and
supplies
Complete your work
I am
prepared
Teaching
Matrix
Be
Respectful
Be
Responsible
Be Safe
Classroom
Arrival
•Raise your hand
before speaking
& when you need
help
•Listen when
others are talking
•Use inside voice
•Use inside voice
when talking
before the bell
•Be quiet when
the bell rings
Centers
•Wait your turn
•10 minutes per
station when
someone is
waiting
•Have materials
•Bring your
ready before
homework, pencil,
activities begin
and paper
•Follow directions
the first time
•Leave center in
a neat fashion
•Take all
materials with
you
•Keep hands,
feet, and objects
to yourself
•One person per
station
•Follow safety
rules of center
•Be in your seat
when the bell
rings
Three Step Approach to
Teaching Classroom Rules
• Explain
– State, explain, model, and demonstrate the
procedure.
• Rehearse
– Rehearse and practice the procedure under
your supervision.
• Reinforce
– Reteach, rehearse, practice, and reinforce the
classroom procedure until it becomes a
student habit or routine
Follow Up Ideas:
Re: # 1 Classroom Rules
Align the classroom rules with the
schoolwide expectations
Post in all classrooms
Develop a schedule for teaching
and booster sessions
Gather data (buddy system, walk
throughs, etc.
Five Areas of Evidenced Based
Practices for the Classroom
• Define classroom expectations and rules
• Develop procedures and routines
• Identify strategies to acknowledge
appropriate behavior
• Identify strategies to respond to problem
behavior
• Maximize student engagement
Evidence Based Practice # 2
Procedures and Routines
• Effective teaching includes teaching functional
procedures to students at the beginning of the
year and using these routines to efficiently
move throughout the day
• Procedures explain the accepted process for
carrying out a specific activity
• Procedures form the routines that help
students meet expectations stated in the rules
• Establish a signal to obtain class attention
• Teach effective transitions
Procedures are a part of life:
Classroom Procedures
• Entering the classroom
• Asking a question
• Listening to and responding
to questions
• Sharpening a pencil
• Indicating whether you
understand
• Responding to a request for
attention
• Turning in papers
• Working cooperatively
• Changing groups
• Maintaining student
notebooks
• Leaving the classroom
• When students are tardy
• When students need a pencil
or paper
• When students are absent
• When someone knocks on
the door
• When a student needs help
or a conference
• Requesting a bathroom
break
• If the phone should ring
• An emergency alert
• End of class dismissal
Have a Set of Procedures and
Routines that Structure the Classroom
• Procedures = what the teacher wants done
• Routines = what the students do automatically
• Directly teach those routines
– Explain—state, explain, model, and demonstrate
– Rehearse—rehearse and practice the procedure
under your supervision
– Reinforce—reteach, rehearse, practice, and
reinforce
• Use precorrections
Elementary Example
• Lining Up
– Sit quietly when you hear the signal
– Neatly place books and materials in your desk
– Quietly stand when your name (or row) is
called
– Push your chair under your desk
– Quietly walk to the line
– Stand with your hands at your sides, facing
forward, no talking
Elementary Example
• Learning Position
– Sit with your bottom on your chair
– Sit with your legs under your desk
– Keep both feet on the floor
– Look at the teacher when he or she talks to the
class
– Keep your materials on top of your desk
Elementary Example
• During Lessons
– Sit in a learning position
– Raise your hand for a turn to talk, if you have
a question or if you need help
– Wait for the teacher to come to you
– Finish all of your work
– Read your book if you finish your work early
– Take restroom or water breaks during
independent time
Secondary Example
• Class Discussion
– Prepare for discussion by reading the
required assignment in advance
– Wait until the other person is finished
speaking before you talk
– Stay on topic
– Respect other’s opinions and contributions
– Use appropriate expressions of disagreement
Secondary Example
• Entering the Classroom
– Enter the classroom before the bell rings
– Take your seat and get out the materials you
need for class
– Talk quietly until the bell rings
– Stop talking and be ready to listen when the
bell rings
Secondary Example
• Turning in Assignments
– The last person in each row pass their paper
to the person in front of them
– The next person does the same until the
papers reach the first person in each row
– The first person in each row passes papers to
the right
– The first person in the last row places all
papers in the basket on the teacher’s desk
Every Time a Procedure Needs
to be Corrected—
• REMIND the class of the procedure
• Have the class EXPERIENCE the
procedure
• Remind yourself to use more
PRECORRECTIONS
Teach Students to Self-Monitor
• Once students know the routines,
teacher can fade prompts
• Encourage the students to recognize
the routines, schedules, and pacing
and their roles and responsibilities
• Teach the students to self-monitor
• Reinforce, reinforce, reinforce
Follow Up Ideas:
Re: # 2 Procedures and Routines
Identify procedures and teach
directly to the students
Review, practice, reteach
Consider surprise quizzes for
extra credit, teams awarded
points, etc.
Buddy system, walk throughs,
assess data, etc.
Five Areas of Evidenced Based
Practices for the Classroom
• Define classroom expectations and rules
• Develop procedures and routines
• Identify strategies to acknowledge
appropriate behavior
• Identify strategies to respond to problem
behavior
• Maximize student engagement
Evidence Based Practice # 3
Strategies to Acknowledge
Appropriate Behavior
Effective acknowledgment …
• Can increase
– on-task behavior
– correct responses, work productivity and
accuracy
– attention and compliance
– appropriate social behavior
• Foster intrinsic motivation to learn which
comes from mastering tasks
Discipline Works When ….
• It is advisable to have a minimum ratio of
5:1 positive specific feedback responses
vs. corrective comments
Reinforcement
(success)
5:1
Correction
Acknowledging Appropriate
Behavior
Effective strategies are ….
• Clear and specific
• Contingent on desired behavior
• Applied immediately
• Teacher initiated
• Focus on improvement and effort
…..Avoid threats and response costs
Establish an on-going system of
rewards
• Acknowledge expected behavior
• Use tangible rewards and acknowledgements
– Verbal praise, thumbs up, gotchas, notes home or
positive note to the office, student of the day/week,
special privileges, group contingencies, etc.
• Use social recognition (developmental considerations)
– Know your students
• Use guidelines
– Fade tangibles
– Schedule strategically
• Maintain 5:1 positive to correction ratio
Effective Reinforcers
•
•
•
•
•
•
Pair tangibles with praise
Reinforcers can be tangible or intangible
Consider frequency of reinforcers
Maintain 5 positives : 1 corrective statement
Immediate reinforcement for new skills
Delayed or intermittent reinforcement for
established skills
• Vary the type, frequency, and intensity of
reinforcement
• Fade and encourage learner self-management
Acknowledging Appropriate
Behavior
Classroom Continuum of Strategies:
• Level 1 = Free and Frequent
– Use everyday in the classroom
• Level 2 = Intermittent
– Awarded occasionally
• Level 3 = Strong and Long Term
– Quarterly or year long types of recognition
Classroom Continuum of Strategies
Free & Frequent
Intermittent
Strong & Long
Term
Verbal Praise
Token Economy
Group
Smile
Phone Calls
Contingency
Stickers
Special Privileges
Field Trip
Rubber Stamps
Computer Time
Special Project
Thumbs up
Social/Free Time
Recognition
Home Notes
Special Seat
Ceremonies
Honor Roll
Strategies Include
• Specific and Contingent Praise
• Set the Tone with a Celebration Statement
• Group Contingencies
– e.g., Good Behavior Game (evidence based)
• Behavior Contracts
• Token Economy System (menu of reinforcers)
• Reinforcements for
– Individuals
– Groups
– Entire class
Team A III
Team B II
Importance of Feedback
• Consider a buddy to observe and tally the
number of positive vs. corrective
comments
• Structure your own expectations
– Tally marks on a post it note
– Moving marbles, paper clips, or other items
– Clicker
Follow Up Ideas:
Re: # 3 Encouraging Appropriate Behavior
Share or develop a list of reinforcers
teachers can use for individual and
group incentives
Develop free and frequent, intermittent,
and strong and long term incentives
Brainstorm about reinforcement
systems
Develop buddy systems or other ways
to complete observations for feedback
Five Areas of Evidenced Based
Practices for the Classroom
• Define classroom expectations and rules
• Develop procedures and routines
• Identify strategies to acknowledge
appropriate behavior
• Identify strategies to respond to
problem behavior
• Maximize student engagement
Evidence Based Practice # 4
Strategies to Respond to
Inappropriate Behavior
• Use corrective feedback
– Tell student what is wrong and what to do instead
– Use only if it changes behavior
– Present feedback calmly and consistently
– Match the severity of the consequences with the
severity of the behavior / infractions
– Problem: overuse may increase problem behavior
• Develop consequences for rule violations
– Consider a hierarchy of consequences
– Establish predictable consequences
Unacceptable Classroom Behaviors
Level 1—Teacher Managed
Behaviors
– Not prepared
– Out of seat
– Not following
directions
– Sleeping in class
– Food/drink/gum
– Inappropriate noises
– Inappropriate
talking/language
– Whining
– Homework not
completed
Strategies
– Redirection/nonverbal
cues
– Ignore inappropriate
behavior
– Reinforce desired
behaviors in student or in
others
– Verbal warning (in private
if possible)
– Give choices
– Proximity change (student
or teacher)
Unacceptable Classroom Behaviors
Level 2—Teacher Managed
Behaviors
– Constant talking
– Significantly interfering
with others’ learning
– Consistently not
following directions
– Disrespect to adults
– Throwing things
– Teasing
– Lying/cheating
– Inappropriate
language
– Tardy/dress code
Strategies
– Level 1 strategies
– Classroom based
intervention
– Loss of privilege
– Parent contact
– Consult with grade level
team
– Behavior contract
– Referral to counselor
– Minor Incident Report (MIR)
– Office referral after 4th MIR
Observe Problem Behavior
Warning/Conference with Student
No
Use Classroom
Consequence
Complete Minor
Incident Report
Does student
have 3 MIR slips
for the same
behavior in the
same quarter
Write the
student a
REFERRAL to
the main office
Is behavior
office
managed?
Yes
Classroom
Managed
Office
Managed
•Preparedness
•Calling Out
•Classroom Disruption
•Refusal to Follow a
Reasonable Request
(Insubordination)
•Failure to Serve a
Detention
•Put Downs
•Refusing to Work
•Inappropriate
Tone/Attitude
•Electronic Devices
•Inappropriate
Comments
•Food or Drink
•Weapons
•Fighting or Aggressive
Physical Contact
•Chronic Minor
Infractions
•Aggressive Language
•Threats
•Harassment of Student
or Teacher
•Truancy/Cut Class
•Smoking
•Vandalism
•Alcohol
•Drugs
•Gambling
•Dress Code
•Cheating
•Not w/ Class During
Emergency
•Leaving School
Grounds
•Foul Language at
Student/Staff
Write referral to
office
Administrator
determines
consequence
Administrator
follows through
on consequence
Administrator
provides teacher
feedback
SIDE BAR on Minor Incident Reports
•Issue slip when student does not respond to pre-correction, re-direction, or verbal warning
•Once written, file a copy with administrator
•Take concrete action to correct behavior (i.e. assign detention, complete behavior reflection
writing, seat change)
Handle Student Errors Effectively
• Signal when an error has occurred
(refer to rules, “We respect others in this
room and that means not using put downs.”)
• Ask for an alternative appropriate response
(“How can you show respect and still get
your point across?”)
• Provide an opportunity to practice the skill
and provide verbal feedback
(“That’s much better, thank you for showing
respect toward others.”)
Response Strategies and
Error Correction
Classroom Continuum of Response Strategies
•
•
•
•
•
Prompt → visual or verbal cue
Redirect → restate matrix behavior
Re-teach → tell, show, practice, acknowledge
Provide Choice → range of alternates
Conference with Student
–
–
–
–
–
–
Use a positive, private, and quiet voice
Describe the problem
Describe the alternative (what the student should do instead)
Tell why alternative is better
Practice (student should tell and/or show)
Provide feedback
Classroom Continuum of Response
1. Calm 2. Consistent 3. Brief 4. Immediate 5. Respectful
Words/actions an adult can use
Prompt
Provide verbal and/or visual cue.
Redirect
Restate the matrix behavior.
Reteach
State and demonstrate the matrix behavior. Have
student demonstrate. Provide immediate feedback.
Provide Choice Give choice to accomplish task in another location,
about the order of task completion, using alternate
supplies to complete the task or for a different type
of activity that accomplishes the same instructional
objective.
Conference
Describe the problem. Describe the alternative
behavior. Tell why the alternative is better. Practice.
Provide feedback.
Response Strategies and
Error Correction
• Consider: “The single most commonly used
but least effective method for addressing
undesirable behavior is to verbally scold and
berate a student” (Albetro & Troutman, 2006).
• Error correction should be….
– Calm
– Consistent
– Brief
– Immediate
– Respectful
Strategies for Responding to
Problem Behavior
• Align the consequences with the classroom
expectations
• Link the consequence with the context
• Teach the replacement behaviors or
desired behaviors
• Always consider the importance of
immediate feedback
Strategies for Interventions
Indirect Refocusing
• Planned ignoring
• Proximity control
• Breaks
• Support through
humor
• Change routines
• Allow student face
saving opportunity to
be removed from the
situation
Direct Refocusing
• Nonverbal reminder
• Appeal to values
• Provide assistance
• Seating change
• Friendly reminder
• Chill Card
• Direct Warning
• Voluntary Time-out
• Differential
Reinforcement
• Error Correction
Activity: Reasonable and Logical
Strategies
Student Behavior Common response
PBIS response
Chews Gum
???
Teacher sends
student to the
office
Turns in a sloppy Teacher refuses
paper
the paper
???
Walks in noisily
???
Teacher ignores
behavior
Activity: Reasonable and Logical
Strategies
Student Behavior Common response
PBIS response
Chews Gum
Dispose of gum,
writes paper on
the issue
Teacher sends
student to the
office
Turns in a sloppy Teacher refuses
paper
the paper
Redoes the paper
Walks in noisily
Walks in again
quietly
Teacher ignores
behavior
Follow Up Ideas:
Re: # 4 Discouraging Inappropriate Behavior
Develop an agreement about
classroom managed and office
managed behaviors
Develop a continuum of consequences
for classroom behaviors (individual
teacher, chart system, buddy room,
etc.) Share the chart with teachers.
Develop opportunities for error
correction and re-teaching
Five Areas of Evidenced Based
Practices for the Classroom
• Define classroom expectations and rules
• Develop procedures and routines
• Identify strategies to acknowledge
appropriate behavior
• Identify strategies to respond to problem
behavior
• Maximize student engagement
Evidence Based Practice # 5
Maximize Student Engagement
• Provide high rates of opportunities
to respond
• Actively engage students in
observable ways
• Provide adequate supervision and
interaction
Evidence Based Practices that
Promote Active Engagement
•
•
•
•
•
Direct Instruction
Computer Assisted Instruction
Class-wide Peer Tutoring
Guided Notes
Response Cards
Multiple Opportunities
to Respond
• Remember to vary the response type
• Individual vs. Group
– Hand raising
– Choral response
– Thumbs up, thumbs down
– White board, show responses, at the board
– Response cards
• Track students called on
– Seating chart
– Random names on paper
Rate of Opportunities to Respond
• New Material:
– 4 – 6 student responses per minute
with
– 80 % accuracy
• Practice Work:
– 9 – 12 student responses per minute
with
– 90% accuracy
(CEC, 1987; Gunter, Hummel & Venn, 1998)
Teacher Given Prompts
• Prompt = when the teacher has given the
class or a specific student a directive or
strategic question regarding academic or
general behavior
• Teacher instructional talk should be
balanced with frequent opportunities to
check for student understanding
• Teachers should prompt for participatory
learning and behavior
• Goal should be 3.63 prompts per minute
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 ontask/engaged behavior and “-” indicates offtask behavior.
Observing Opportunities
to Respond
Classroom: Frequency
tallies the number
of instructional
questions,
statements or
gestures made by
the teacher
seeking an
academic
response
Tallies the number
of precorrects,
statements, or
gestures to
provide behavioral
support
llll
llll
llll lllll lll
llll
ll
Students: Rate of
Academic Engagement
+
+
+
-
-
+
-
+
+
+
+
+
-
-
+
+
+
+
-
+
-
-
+
+
+
Teacher Wait Time
• Wait Time = amount of time a teacher waits for a
student response after providing a prompt
• The average teacher waits only 1 second for a student
to respond before calling on another. This is
insufficient for most students.
• Research has demonstrated that when teachers
increase their wait time to > 3 seconds higher
cognitive achievement occurred at all grade levels.
• Goal is to have wait time remain above 3 seconds of
wait time, optimally around 5 seconds.
Employ Effective Teacher
Commands
• Use Alpha Commands
– brief, clear, and easy to understand, in a neutral tone
of voice-- hard to misinterpret
– Commands are directives, not questions
– Be clear and avoid long explanations or justifications
• State a command, then give the student
reasonable amount of time to comply
• Avoid Beta Commands
– wordy, vague, may give long explanations, and may
be misinterpreted
– often convey a feeling of frustration
Climate Killers
•
•
•
•
•
•
•
•
•
Sharp or excessive criticism
Sarcasm or humor at students’ expense
Reinforcers that are not meaningful to students
Lecturing students about behavior
Being inconsistent in rule enforcement and
reinforcement
Having no social interaction with students
Showing little interest in students’ lives
Teaching lessons with no attention to student
affect or stress levels during instruction
Warning an angry student to “calm down”
without providing supports to achieve that goal.
Climate Enhancers
• Always model respectful and polite behavior
• Praise genuinely and frequently
• Set high, but reasonable and attainable
expectations
• Know your students
• Spend time interacting with students
• Use effective listening skills
• Design classroom to be appealing to students
• Celebrate student success and achievement
• Use humor
Follow Up Ideas:
Re: # 5 Maximize Student Engagement
Set up buddy system or other
observer to record:
•Opportunities for students to respond
•Student engagement percentage
•Teacher prompts, wait time, etc.
•Positive to corrective response ratio
Building Systems to Support
Best Practices in the Classroom
• How will staff get the skills?
– Mini-lessons, weekly, monthly, etc.
• How will staff get feedback?
– Build an ongoing system, buddy system, master
teachers, etc.
• Develop a Training Calendar of Professional
Development—
– orientation week, staff development days, faculty
meetings
• Develop a means for teachers to access support
(request for assistance)
• Consider BCPS Support (PBIS Coaches and
Facilitator)
Role of the Team Leader
• Meet monthly—set a schedule
• Share data with PBIS committee as well
as school staff (e.g., faculty meeting)
• Develop an agenda
• Designate a recorder to take minutes (see
samples)
• Discuss data and interventions
• Evaluate your progress relative to your
Action Plan
• Follow up with administrator
Leading vs. Facilitating
Team Leader
Coach
Sets the dates for meetings
Ensures the team meets regularly
Checks accuracy of records,
directs team in evaluation
Offers tools to assist in record
keeping, team evaluations, etc.
Assumes the role of leader,
delegates, assigns tasks
Ensures equal distribution of roles
and responsibilities
Refers the team to the data during
team meetings
Ensures the team is using data for
decision making
Ideas for Improving
Schoolwide and Classroom
Systems
Hierarchy of Interventions
Gentle Reminder
Warning
Time Out in Class
Buddy Room
Loss of Privileges
Triangle of Choices
Count to 10
Take deep
breaths
Ignore
Use muscle relaxation
techniques
Squeeze a ball
Use a chill card
Imagine a
happy place
Talk to an adult
Take a self time out
Teacher directed time out
Loss of privileges
Referral to
Support
Room
Class Meetings
• Beginning of the day
• Structured lesson or class discussion
• Focus is on positives
Greeting Students at the
Beginning of the Day
• Teachers report that when students are
greeted by an adult in morning, it takes
less time to complete morning routines &
get first lesson started.
• Greetings improved amount of time on
task
• Student greeters
Hallway Structure
• Providing clear visuals for
hallway patterns
Principal’s Wall of Fame
• Students are given a Positive Office
Referral
• Students autograph the Principal’s Wall
of Fame
Positive Office Referral
• Student and administrator may call
home and leave a special message for
the parent
• School sends a postcard home to
acknowledge the positive behavior
Specialty Homerooms
• Students identified at risk for academic or
behavioral reasons are assigned to specific
homerooms
• These homerooms have fewer students
• The homeroom teacher focuses on the
identified issues (academic and/or
behavioral) to provide extra support for these
students
Time to Share Other Ideas
Bullying
• Olweus Bullying Prevention Program
– Olweus Bullying Prevention Program Schoolwide Guide
– Olweus Bullying Prevention Program Teacher Guide
– Olweus Bullying Questionnaire
• Bully Prevention with School Wide PBS—
curriculum
• http://www.pbis.org/common/pbisresources/publicat
ions/bullyprevention_ES.pdf
Final Considerations
• We can’t “make” students learn or behave
• We can create environments to increase the
likelihood students learn and behave
• It is all about providing and supporting the
systems so that adults can change their
behavior to implement the practices
OUTCOMES
that will bring about change in
student behavior
PRACTICES
Some Final Thoughts
on the Road to Success
All of us will have set-backs on the
journey
Allow yourself plenty of time to
get there
Remember to bring the kids
along
Remember,
Building a PBIS Continuum is a
Marathon not a Sprint
Thank you for all that you do,
day in and day out,
to support your schools,
students, and families
For additional
resources:
• Maryland PBIS website
www.pbismaryland.org
• National PBIS website
www.pbis.org
• San Bernardino City Unified
School District
www.modelprogram.com
• Dr. Jim Wright
www.interventioncentral.org
• Florida PBS Project
website
http://flpbs.fmhi.usf.edu/
• Dr. Laura Riffel
www.behaviordoctor.org/
• Illinois PBIS Network
www.pbisillinois.org
• Dr. Tom McIntyre
www.behavioradvisor.com
For Additional Information
• Joan Ledvina Parr
– PBIS Facilitator / School Psychologist
– jparr@bcps.org
410-887-1103
• Debely Fenstermaker
– PBIS Coach / School Psychologist
– dfenstermaker@bcps.org 410-887-7566
• Margaret Grady Kidder
– PBIS Coordinator / Coordinator of Psychological Services
– mkidder@bcps.org 410-887-0303