Classroom PBS/RtI:B
Monthly Coaches’ Meeting
Module O
DC Name and Date Here
‘Suggested’ Agenda
• School-Wide PBS/RtI:B Core Elements
• Classroom PBS/RtI:B
• Procedures, routines, rules
• Teach and Reward
• Engaging students
• 4-Step Problem-Solving Process
• Problem identification and analysis
• Intervention strategies and Evaluation
•
Classroom Assistance Tool and Classroom Consultation Guide
• Next Steps
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School-Wide PBS/RtI:B
Critical Elements
• School-wide Expectations and Rules
• Developed, posted, and taught
• Rewards System
• Developed, taught and modeled to students and staff
• Students access rewards/reinforcers
• School-wide Discipline Process and Procedures
• Developed, taught and consistently implemented
• Data and Evaluation Systems
• Review, analyze, progress monitor
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School-Wide and Classroom
PBS/RtI:B
• School-wide expectations are the foundation for
Classroom RtI:Behavior
• School-Wide Expectations:
• Must be taught (direct lesson plans)
• Embedded into academic lesson plans
• Differentiated based on student needs
• Whole class
• Small group
• Individual students
• School-Wide PBS implemented with fidelity
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School-Wide System or Classroom Issue?
First Steps:
• Have the school-wide expectations been taught to all
students on your campus?
• Have all students had the opportunity to earn reinforcers for
engaging in the school-wide expectations?
If so…
• Are effective instruction and behavior management
occurring within the classroom?
• Review Benchmarks of Quality Classroom Systems,
Items 42-48
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Benchmarks of Quality: Classroom Items
(Kincaid, Childs & George, 2005; 2010)
42. Classroom rules are defined for each of the school-wide expectations and are
posted in classrooms
43. Classroom routines and procedures are explicitly identified for activities (e.g.
entering class, asking questions, sharpening pencil, using restroom, dismissal)
44. Expected behavior routines in classrooms are taught
45. Classroom teachers use immediate and specific behavior praise
46. Acknowledgement of students demonstrating adherence to classroom rules
and routines occurs more frequently than acknowledgement of inappropriate
behaviors
47. Procedures exist for tracking classroom behavior problems
48. Classrooms have a range of consequences/interventions for problem
behavior that are documented and consistently delivered
Scoring Guide
Evident in: most classrooms (>75% of classrooms)
many classrooms (50-75% of classrooms)
only a few classrooms (less than 50% of classrooms)
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Classroom PBS/RtI:B
Classroom RtI for behavior provides:
• Support to teachers in embedding RtI:B into their
classroom management practices
• Support to groups of students with more challenging
behaviors in addition to existing school-wide
supports
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Classroom RtI:B Outcomes
•
•
•
•
•
Reduction in problem behaviors
Increased instructional time
Increase in student engagement (time on-task)
Improved academic performance
Enhanced classroom climate
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Classroom Management
Develop and teach student procedures and routines:
•
•
•
•
Transitions
Small group and independent seatwork
Whole group instruction
Individual tasks (getting materials, bath break, homework, completed
assignments, etc)
Outline teacher procedures and routines for all adults:
• Subs, volunteers, etc.
• Working with small groups or individual students
• Grading papers
• Methods of communication (whole group and/or individual)
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Implementing Classroom
Procedures and Routines
•
•
•
•
Proactively identify areas of possible concern
Develop specific steps to be followed
Post procedures in appropriate areas
Teach procedures initially and throughout the school
year
• Practice, model, role-play
• Acknowledge students for appropriately following the
procedures and routines
• Remind/prompt students prior to activity and upon return
from breaks, changes in schedules, etc
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Classroom Rules
•
•
•
•
Developed by the teacher
Aligned with the school-wide expectations
Positively stated
Limited in number: 3 - 5
• Example: Be Responsible
• Complete all assignments
• Taught, modeled, reviewed routinely
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Non-Example
Ineffective
Instruction
Sets the
Occasion for
Student
Failure
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Rules-by-Activity Matrix
Activity
Entering Classroom
Whole Group
Instruction
Be Safe
Remain in area
Be
Respectful
Listen when
others are
speaking
Be
Responsible
Raise hand to
speak
Seat Work
Small
Group
Activity
Leaving
Classroom
Remain in area
Remain in area
Walk
Work quietly
Listen when
others are
speaking
Leave quietly
Complete
assignment
Complete
assignment
Expectations
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Acknowledging
Individual Student Behavior
When students engage in appropriate behavior:
• Provide immediate, specific acknowledgement or praise
• Use a high ratio of positive to corrective statements
• Minimum of 4:1 across the classroom
• “Tom, thank you for being responsible and arriving on time for
class.”
• “Sarah, great job of being safe by walking in the hallway.”
• Use visual prompts as reminders to stay focused on the
positive
• Tie SWPBS reinforcers with classroom system of rewards
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Group Contingencies
• ‘All for One’: Interdependent Group Contingency
• Every student in class must obtain the same level of success
(complete 20 out of 30 problems) in order for the entire class to
receive the reinforcer (5 minutes free time)
• ‘One for All’: Dependent Group Contingency
• The target student must achieve his/her goal (complete 10 of 20
problems) in order for all students in the class to receive the
reinforcer (extra recess)
• ‘To Each his/her Own’ : Independent Group-Contingency
• Each student receives the reinforcer (extra free time) based on
his/her own performance (completing the required assignment)
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Active Engagement
Students are less likely to engage in problem behavior if they
are actively engaged in learning.
• Decrease lecture and increase opportunities to respond
• Vary response groups (individual, groups, pairs, left-side/right-side,
blonds/brunettes)
• Use alternative response methods
• Visual: thumbs up/down, ‘Response Cards’ - yes/no, true/false
• Whiteboard, clickers, computer voting
• Offer choices: where to complete an assignment, which items to
complete, who to work with, type of instrument used
• Enthusiasm and humor
• Link class engagement with outcome
• Knock off a couple of homework questions based on classroom
participation
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Methods of Student Engagement
Individual Response Boards
and Cards
Clicker, Buzzers, Computer
Gestures
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Problem Solving Steps
Step 1: Problem Identification
What is the problem?
Step 4:
Response to Intervention
Is it working?
Step 2: Problem Analysis
Why is it occurring?
Step 3: Intervention Design
What are we going to do about it?
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Classroom Problem-Solving
Steps 1 & 2: Problem Identification and Analysis:
•
•
•
•
What are the most significant problem behaviors?
What are the most problematic routines?
When are the behaviors occurring most often?
Why are the behaviors occurring?
– Get/obtain; avoid/escape
• What classroom interventions have been implemented?
• Did the interventions work?
• Is there a need for alternative interventions?
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Response to Classroom Behavior
Once patterns are identified:
• Be Proactive: Alter the environment to prevent
behaviors from occurring
• Antecedents, environmental variables
• Teach Replacement Behaviors to use in place of the
problem behavior
• Match the function of the problem behavior
• Reinforce the appropriate replacement behavior
• Increases the use of the appropriate behavior
• Decreases use of problem behavior
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Classroom Assistance Tool
http://flpbs.fmhi.usf.edu/pdfs/CLASSROOM%20ASSISTANCE%20TOOL%209.10.docx
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Activity
As a Group:
• Review the Classroom Assistance Tool
• ‘What’s New?’ Section on FLPBS Homepage
• Brainstorm strategies for introducing the tool
to a teacher for use in the classroom.
• Discuss ways to use the tool to assist
teachers in addressing problem behaviors
and/or areas in the classroom.
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Classroom Problem-Solving
Steps 3 & 4: Intervention Design and Evaluation
• Tool: Classroom Consultation Guide
• Who should use the Guide?
• Individuals and/or teams supporting classroom teachers
• SWPBS team, RtI team, School Psych, Guidance Counselor
• Classroom teachers
• Purpose of the Guide:
• Provide a variety of tools
• Environment, Behavior System, Curriculum & Instruction
• Uses data to assess & evaluate classroom systems
• Utilizes the 4-step problem-solving process
http://flpbs.fmhi.usf.edu/revision07/secondary/
Classroom%20Consultation%20Guide.pdf
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Guide has links
within the document.
To return to the Table
of Contents press alt
+ left arrow key
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Activity
As a Group:
• Explore the Classroom Consultation Guide
• http://flpbs.fmhi.usf.edu/revision07/secondary/
Classroom%20Consultation%20Guide.pdf
• Divide into groups/pairs and review sections of the
guide
• Determine 2 areas of particular interest in each section
• Report back to the group
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Next Steps
Group Discussion:
• How are classrooms identified as needing additional supports?
• Number of referrals from a teacher
• Several students from the same class
• Repeated requests for behavioral assistance
• What tool(s) are used to assess the classroom management?
• Classroom Assistance Tool
• Observations
• How is progress be monitored?
• Classroom Assistance Tool
• Decrease in referrals
• Who collects and monitors the data?
• PBS Coach, RtI Coach, Administrator, School Psych, etc
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