Strand:
PBS in the Classroom
Sarah Fairbanks, Ph.D.
Clackamas Education Service District
Many Thanks to George Sugai, Chris
Borgmeier, & Celeste Rosetto-Dickey for
use of some of these slides
Classroom Strand Focus
Classroom
Non-classroom
• Smallest #
• Evidence-based
Family
• Biggest, durable effect
Student
Strands
One focus for the year vs. several topics
 Come to the same training in the winter
and spring
 Next trainings: 1/15, 4/9
 One focus for the year vs. several topics
 Part of ongoing school-wide PBS
development
 **Focus this year on staff development

Strand- PBS in the Classroom

This is the 1st of 3 of trainings on:



1st Assessing and progress monitoring staff
classroom management skill & impact on behavior
2nd Developing 1-2 lessons to support staff related
to classroom management
Why?





To identify areas of strength & weakness for staff
related to classroom management.
Address weaknesses by regularly teaching strategies
to improve knowledge and expertise
To improve class-wide behavior across the school
Not a “train and hope” focus
Improve teacher satisfaction
Today’s Goals/Objectives




Share
Review
Team Implementation Checklist/A.P./Roles
Part 1 of classroom training series



Self-assessments
Review 2 areas of classroom management
Complete 1st staff training


You should leave today with




Team planning
Team checklist completed, A.P. started, Roles identified
1 Draft lesson plan for PBS in the classroom
1+ Draft dates to do the lesson plans throughout the year
Plan for presenting the lessons
Ok???
Sharing
As a large group
 1-2 accomplishments
 1-2 Goals

Supporting Social Competence &
Academic Achievement
4 PBS
Elements
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
PRACTICES
Supporting
Student Behavior
CONTINUUM OF
SCHOOL-WIDE
INSTRUCTIONAL &
POSITIVE BEHAVIOR
SUPPORT
FEW
~5%
~15%
SOME
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
ALL
~80% of Students
Tertiary Prevention:
Specialized
Individualized
Systems for Students
with High-Risk Behavior
Secondary Prevention:
Specialized Group
Systems for Students
with At-Risk Behavior
CONTINUUM OF
SCHOOL-WIDE
INSTRUCTIONAL &
POSITIVE BEHAVIOR
SUPPORT
Phase 1: School-/ClassroomWide Systems
Phase 1A:
Task
1. Clear Expectations
2. Expectations Taught
3. Team Structure for implementation
Example Benchmark
1. ??
2. ??
3. ??
Adapted from Dale Myers, Ph.D.
Teaching

Who teaches?


How do you teach?




I do it, we do it, you do it
I show the examples and non-examples
You show examples only
When do you teach?



Classified & Certified side by side
Regular Schedule throughout the year
Based on date, incidental/surprise too
Where do you teach?

In the setting
Team Structure

Meeting regularly?


Review data each mtg.?


Every staff meeting, after every training—we train
the staff!
Each member has a role?


Things get done & we respect each other’s time
Regular training and feedback solicited from
staff?


Key players kept in the loop on PBS
Adhere to time limits?


The Big 5
Follow agenda? Minutes dispersed?


Every other week/ 1x a month
Data manager, facilitator, note-taker
Action plan completed/followed?
CONTINUUM OF
SCHOOL-WIDE
INSTRUCTIONAL &
POSITIVE BEHAVIOR
SUPPORT
Phase 3: Tertiary
Support
Phase 2: Secondary
Prevention
Phase 1: School-/ClassroomWide Systems
Phase 1B:
PBS to all
staff
Phase 1C:
PBS in the
classroom
Phase 1A:
Task
1. Clear Expectations
2. Expectations Taught
3. Team Structure for implementation
4. Systems to respond to appropriate behavior
5. Systems to respond to inappropriate behavior
6. Systems to track behavior/perceptions
Example Benchmark
1. ??
2. ??
3. ??
4. Recognition system
5. Correction System
6. Fidelity, Outcomes
Adapted from Dale Myers, Ph.D.
Team Activity #1
Complete Team Checklist online or paper—
 Begin completing yearly action plan



Based on team checklist
Complete PBS roles worksheet
Questions:
 Where are we in the PBS process?
 What’s next?
 Are we sustaining what we started?
 Are we evolving what we started?
School A
School A
What do Effectively Managed Classrooms look
like? What are students doing in them?

Where Did Students Get
These Behaviors?
Research in Ineffective Classrooms
(e.g., Wehby, Shores, Symmons, 1995; etc., Wehby, Dodge, Valente, &
CPRG, 1993; Shores et al., 1993)

Low rates of instructional interactions (ISW).



Extremely low rates of praise…more than 2x as
many “–” as “+” for the most needy


When interactions occur, they were non-academic.
Increased levels of inappropriate student behavior leads to
fewer instructional interactions with students.
Correct academic responses by a student did not occasion
teacher praise above chance levels.
Inconsistent distribution of attention towards “–”
vs. “+.”

Compliance to a command generally resulted in the
delivery of another command
Common Mistakes

Students know what is expected of them






5:1 Ratio not employed
Punishing students for failure to exhibit a behavior
that was not taught
Get tough!



Expectations not really/explicitly taught
Absence of clear rules
Vaguely stated rules
Research is clear—ineffective strategy: agression etc.
Mayer, 1995; Mayer & Sulzar-Azaroff, 1991; Skiba &
Peterson, 1999
Instructional minutes does not = effective
instruction—lack of instruction!
(Christenson et al, 1989; Rosenshine & Stevens, 1986)
So, What is Classroom
Management?
Behavior
Management
Are you ready for PBS in the
classroom focus?
Your school has been implementing PBS
w/ fidelity, phase 1A-B
 > 60% of referrals from the classroom
 Link to school-wide PBS is limited
 Commitment for PBS classroom support



PBS team and admin.
And teachers are saying…
Help, I have all red zone students!!
Classroom Support


or
Referral/discipline
occurring w/ multiple
students
Same students have
fewer concerns in
alternate settings
Individual Student
Support



Couple of students
repeated concerns
Few concerns w/ other
students in class
Concerns w/ students
cross multiple settings
How Can You Tell?
Review Referral data: # of referrals per student, #
of referrals per time of day…as in the next slide
Example Classroom Data
Referrals
Students
So, now what?
-
We have several teachers with classroom systems
that are not working, students engaging in lots of
inappropriate behavior, oh & referrals are on the rise
too…
Non-examples
- Purchase & distribute classroom management
curriculum/book
- Discuss at faculty meeting
- Bring in CM expert for next month’s ½ day inservice
What is likelihood of change in teacher practice?
(Sugai, 2006)
Instead: School-wide Game Plan






Let’s create a plan: Effective classroom
management begins early
Staff/team/admin on-board: Use data to justify
PBS Team focus: leads system-wide support at
classroom level
First, Identify areas of concern across teachers,
using a self-assessment
Second, create schedule and plan to provide
professional development, w/ brief
lessons/activities for all staff
Third, progress monitor & follow-up: Plan to
complete 3-4 times per year w/ subsequent
support

Fall/Winter/Spring
Classroom-Management
Self-Assessment
Evidence Based Practices in Classroom
Management: Self-Assessment
1.
Maximize structure in your classroom.
2.
Establish, teach, prompt, monitor, & review 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.
(Simonsen, Fairbanks, Briesch, & Myers Sugai, 2008)
Team Activity #2


Complete Classroom Management selfassessment: The same one in your team
Identify:



2 Strengths and 2 areas of focus for your team
Select a date to have your staff complete the
Classroom Management self-assessment
Determine how you will administer the
assessment



Make sure staff understand its not evaluative & is
anonymous
Encourage honest evaluation
Explain how the data will be used to provide
targeted staff development and support
Evidence Based Practices in Classroom
Management: Self-Assessment
1.
Maximize structure in your classroom.
2.
Establish, teach, prompt, monitor, & review 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.
(Simonsen, Fairbanks, Briesch, & Myers Sugai, 2008)
1. Maximize structure in your classroom.

Predictable Classroom Routines/Activities
 Teacher routines:


volunteers, communication, planning, etc.
Student routines:

personal needs, transitions, working in groups,
getting, materials, homework, etc.
Which routines are most problematic?

Low Risk Activities:





Homework distribution
and discussion
Star of Week/Super
Scientist recognition
Story
Computer
Low Risk Routines:

Getting organized to go
home

High Risk Activities
 Morning routine
 Recess
 Library
 Clean-up/Dismissal

High Risk Routines
 Group work
 Listening and Following
directions
 Respect-adults and peers
 Working independently
 Taking of personal needs
 Getting organized for the
day
Identify Routines Needing More Attention
Getting Working
Trans itions Group s Personal Getting
Ready Listening Following
Help
Indepen d.
Needs
Organized to go
Directions
Home
Morning
Rout ine
Langua ge
Experience
Recess
Math
Star of the
Week
PE
X
X
X
X
X
X
X
X
Music
X
Library
Computer
X
X
Science
Clean-up/
Dismissal
X
X
Develop A functional layout to your
classroom

Environmental Design
 Traffic patterns and furniture density
 Reduce


clutter
Define areas for different classroom
activities

Group areas, work stations, teacher desk

Seating arrangements (groups, carpet,
etc.)
Visual access


Teacher supervision
Student needs for instructional materials etc.
Have you maximized structure in
your classroom?
Self Assess

1)I
Complete item for your classroom (or a
teacher with whom you consult)
maximized structure and predictability in my classroom.
a) I explicitly taught and followed
predictable routines.
2
1
0
b) I arranged my room to
minimize crowding and
distraction.
2
1
0
Action Plan
Generate action plan content (observable and
measurable behaviors to address deficits)
Potential action plan items may include:


Describe predictable routine for entering
classroom, turning in homework, (or others that
are identified as missing)
Rearrange furniture to ensure better supervision


#
Current Level of
Performance
Enhancement/Maintenance Strategies[1]
1
[1]
What? When? How? By When?
Evidence Based Practices in Classroom
Management: Self-Assessment
1.
Maximize structure in your classroom.
2.
Establish, teach, prompt, monitor, & review 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.
(Simonsen, Fairbanks, Briesch, & Myers Sugai, 2008)
Establish, teach, prompt,
monitor, & review a small
number of positively stated
expectations.
First Lesson for Staff—
Think about how you would
use/adapt materials for your
lesson
2. Teach a small number of positively
stated expectations.

Establish behavioral expectations/rules.

Teach rules in context of routines.

Prompt students before entering context of
concern.

Monitor/Actively Supervise students’ behavior in
context

Review/Evaluate effect of instruction - review
data, make decisions, & follow up.
Establish Behavioral Expectations/Rules
A small number (i.e., 3-5)
 Positively stated
 Should match SW Expectations


Safe, Responsible, Respectful
Establish Behavioral
expectations/Rules

Operationally define what the rules look like
 Respect– In line
 Example: Keep 6 inches between you and the person in
front of you
 Non-example: Don’t touch people, respect space

Routine/setting examples:








How to enter class and begin to work
What to do if you do not have materials
What to do if you need help
What to do if you need to go to the bathroom
What to do if someone is bothering you.
How to determine if you are doing well in class
Difference teaching formats (TLI)
One way to do this is in a matrix format.
Expectation/Rule Matrix
Routines
Transitions
Rules
Respect
Responsibility
Remain in
Control
•Hands to self
•Worry about self
•Stay in your space
•Put materials away
•Throw things away that
are old
•Follow adult directions
•Remain quiet
Independent
Seat Work
•Raise hand before
talking
•Turn in work you are
proud of
•Make noises in your
head
•Stay on-task
•Do your own work
•Keep your supplies in
your desk
•Sit with 5-6 legs on the
floor
•Stay in your space
Small Group
Activity
•Listen to each
other
•Accept each
other’s answers
•Give eye contact
Help with the
group work
•Use time wisely
•Keep objects out
of hands
•Use materials
carefully
Teacher- Led
Instruction
•Give eye contact to
teacher
•Raise hand before
talking
•Follow along/be in
the right place
•Listen to teacher
instructions
•Take notes
•Keep objects out
of hands
•Sit with 5-6 legs on
the floor
Designing Classroom Routines
Routine
Entering
Class
Desired
Behavior
Walk in, sit
down, start
work
Obtaining
Orient to
class
teacher, be
attention
quiet
Getting Help ?
during seat
work
Signal
Instruction
on board
?
?
Teach
Routine
Positive and
Negative
Examples
Rules within Routines Matrix
Routines
Rules
Be Safe
Be Respectful
Be Responsible
Entering
Classroom
-Signal:
Seat Work
-Signal:
Small Group
Activity
-Signal:
Leaving
Classroom
-Signal:
Team Activity # 3

Begin completing a sample classroom matrix for
teachers
Determine a date/time to have staff complete the Mapping School-wide Rules to Classroom
Routines/Expectations (The Matrix/Grid)

How will your team? Who on your team?



1) Will “teach” the matrix and share the relevant ppt slides
with staff?
2) Reserve time on the master calendar to facilitate the
lessons/conversations
Evidence Based Practices in Classroom
Management
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.
(Simonsen, Fairbanks, Briesch, & Myers Sugai, in preparation)
Bringing it back to the Staff








Provide staff with time to fill out the selfassessment
Complete matrix lesson plan
Get data from self-assessment website
Review results at PBS meeting
Create year plan for classroom management
Provide data-based support (brief
lessons/activities)
Progress Monitor: Complete self-assessment again
Repeat Above Steps
Classroom Management Checklist
Data Summary – February 12, 2008
% In
Place
38
In Place Status
Full
Partial
2
1
10
14
Essential Practices
Not
0
2
Classroom Management
1. I acknowledge student positive behavior at least 4 times
more often than I acknowledge student problem behavior.
2. Classroom rules & expectations are taught, practiced &
positively reinforced.
3. Rate the extent the following transition procedures are
taught, practiced & positively reinforced in your classroom.
a.
Entering the Classroom
b. Lining up
c.
Changing between activities
d. Exiting the Classroom
4. Rate the extent the following classroom routines are
taught, practiced & positively reinforced in your classroom.
a.
Start of the day / Beginning class
b. Group work
c.
Independent seat work
d. Obtaining materials
e.
Seeking assistance/help
f.
End of day/ End of class
5. Attention getting cue/rule taught directly, practiced &
positively reinforced
6. Continuous active supervision across settings & activities,
including moving throughout setting & scanning
7. Desks/room arranged so that all studetns are easily
accessible by the teacher
8. Necessary materials and supplies are accessible to
students in an orderly fashion
9. Minor problem behaviors are managed positively,
consistently & quickly
10. Chronic problem behaviors are anticipated and
precorrected
11. Students are provided with activities to engage in if they
complete work before other students in the class
Instructional Management
12. Majority of time allocated & scheduled for instruction
69
18
8
0
73
67
27
65
19
16
7
17
7
8
18
8
0
0
1
1
85
35
62
50
46
46
85
22
9
16
13
12
12
22
4
15
9
13
14
13
4
0
2
1
0
0
1
0
73
19
7
0
81
21
5
0
73
19
7
0
62
16
10
0
27
7
19
0
58
15
10
1
88
23
2
1
62
16
10
0
13.
58
15
11
0
14.
19
5
21
0
15.
46
12
14
0
16.
65
17
9
0
17.
School-wide
=
Allocated instructional time involves active academic
engagement with quick paced instruction
Ask clear questions and provides clear directions for
assignments
Active academic engagement results in high rates of
student success (90%+)
Actively involves all/majority of students in lessons, this
includes providing activities/instructions to students of
varying skill levels
Instructional activities linked directly to measurable
short & long term academic outcomes
58 % In Place
40 % Partially In Place
Adapted by C. Borgmeier from Sugai & Colvin
2% Not In Place
Graph Across Teachers
1.00
0.90
0.80
0.70
0.60
0.50
0.40
0.30
0.20
0.10
0.00
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25
SW in place
MeasOutcomes
Allinvolved
High
ClearDirections
AcadEng
Max InstrTime
Finish activities
PreCorrect beh
MinorBeh
Materials
Room
Sprvsn
AttnCue
Routines
Transitions
ClassrmRules
4:1 ratio
Graph Across Areas:
100
90
80
70
60
50
40
30
20
10
0
Team Activity #4

How will your team facilitate your staff…

1) in completing the classroom management self
assessment and Support action planning

2) Mapping School-wide Rules to Classroom Behavioral
Expectations

3) Reserve time on the master calendar for the lessons

4) Discuss staff development strategies that you
think are effective in reaching your staff, what
strategies will you use?

5) Share 2 strategies with the group
90
80
70
60
50
40
30
20
10
0
Fe
15 b
-F
eb
1M
ar
6M
a
13 r
-M
a
19 r
-M
a
27 r
-M
a
29 r
-M
ar
3A
pr
9A
pr
24
-A
p
30 r
-A
pr
3M
ay
7M
a
15 y
-M
ay
8-
n
n
Fe
b
-J
a
5-
31
n
n
n
BL
-J
a
-J
a
-J
a
-J
a
Ja
n
90
25
18
16
10
8-
100
Baseline
TRCR
Classroom Mgmt
Ms. Bonnor
Returns
80
70
60
50
40
30
20
10
0
100
90
80
70
60
50
40
30
20
10
100
0
Ms. Bonnor
Returns
It’s not just about behavior!
STUDENT
OUTCOMES
Academics
Behavior Management
If you want it, teach it!
You get more of what you pay attention to!
On school reform…
Kauffman states “…attempts to reform education
will make little difference until reformers
understand that schools must exist as much for
teachers as for student. Put another way,
schools will be successful in nurturing the
intellectual, social, and moral development of
children only to the extent that they also nurture
such development of teachers.” (1993, p. 7).