Designing Classroom Systems: The Role of the Leadership Team

1. Designing Classroom Systems:The Role of the Leadership Team Susan Barrett sbarrett@pbismaryland.org

2. Classroom Supports • Data Collection and Progress • Monitoring at T3 • Working with Families • Role on the Individual Support Team • Building Behavior Pathways and • Hypothesis Statements 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 ~5% SOME • Increase Support, Instruction, Structure • Good Day Plan • ID team to guide support for teachers • 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 • (grade level, SST) ALL

3. 10% 5% 0% 30% 20% 0% 60% 60% 5% 95% 95% 95% Joyce & Showers, 2002

4. Classroom Management is a School-wide Consideration PBIS School team provides support BOQ includes Classroom items Tier 1 workbook on pbismaryland.org • Clear delineation of office-managed versus classroom-managed problems • Flow Chart • Clear process for documentation • Time Out of Class Form • Training on effective teaching and behavior support strategies Create climate, allow time for observation and feedback

9. Classroom=Tier 1 SW Expectations linked to Classroom Rules • Signals, routines, transitions Easy way for teachers to request secondary and tertiary interventions assistance

10. Map School-wide Rules & Expectations to Classroom Routines

11. Elementary Example Lining Up • Neatly place books and materials in your desk. • Sit quietly when you hear the “quiet” signal. • Quietly stand up when your name (or row) is called • Push your chair under your desk • Quietly walk to the line • Stand with hands at your sides, facing forward, use your bubble

12. Secondary Examples: Routines Class Discussion • Prepare for discussion by reading the required assignment in advance. • Wait until the other person is finished speaking before your talk. • Stay on topic. • Respect others’ opinions and contributions: Use appropriate expressions of disagreement. Entering the Classroom • Enter the classroom before the bell rings. • Take your seat and get out of materials you need for class. • Talk quietly until the bell rings. • Begin the morning assignment on the side chalk board when the bell rings.

13. What is your attention signal? • When do you use it? • How do you transition ?

14. Effective Classroom Procedures (Newcomber & Lewis)

15. Building Systems to Support Best Practices in the Classroom • How will staff get assistance for students who need more support? • Easy to complete • Clear Process – Who gets the completed form? • When should I hear back?

16. Building Systems to Support Best Practices in the Classroom • How will staff get skills? “If you don’t feed the teachers, they will eat the children” Leadership Team will: • Conduct needs assessment- make professional development decisions based on results • Self assessment, Classroom Check-up • EBS Self Assessment – Classroom • Walk through

17. Develop system to present best practice and encourage teacher engagement and implementation • Develop Annual Training Calendar • Created timelines for implementation of each feature • Weekly skill and/or feature mini-lessons • Cool Tools • Time for grade level collaboration related to the lesson • Time and resources for after school work sessions (voluntary) • Dedicated time during staff meetings • Planned booster session • Orientation for new staff Adapted from Lori Newcomer, Ph.D.

18. How will staff get feedback • Create small learning communities • Ability for teachers to observe each other • Get access to data- performance feedback Team builds structure- • Grade level teams provide support • buddy system • core master teachers

19. Data System • Observation, Take Data, Provide Feedback • Periodic self-assessment for progress monitoring and fidelity check

20. 5:1 Feedback Ratio • What is your feedback ratio? • Positive environment established a) 5 positive comments to every correction/negative b) First comment is positive/ celebrations • Invite buddy to observe for 10 minutes to take data • Record yourself and take the data

21. Cool Tool Example

22. Our Good Day Classroom Plan Good Day Now Action How often does it happen ? What can I do to make it a Good Day? Who can Help? What happens on a Good Day?

23. Activity : Staff Response Form

24. School Action Plan

25. Working Smarter- Systems / Staff Support

26. Team Model: Effective Instructional and Behavioral and Support ? Individual Student Team Problem-Solving Team SW-PBS Leadership Team Teacher Teams (PLC/Grade Level) On-going Assessment of Students’ Academic/Social-Emotional Skills

27. SW-PBS Leadership Team • Tier 1: Guide implementation • Ensure new programs are embedded/fit • Progress monitor implementation • Modify based on data • Monitor fidelity • Train new staff • Guide training Problem-Solving Team • Progress monitor Tiers II • and III • Match students to interventions • Develop intervention systems • Conduct staff training • Monitor fidelity of implementation • Grade Level Teams • Staff Support Team • Easy to implement, gather data • Build skills with teachers- “Cool Tools” • Performance Feedback and Coaching Teacher Teams (PLC/Grade Level) • Conduct individualized assessment • Build intervention • Develop monitoring plan • Train staff Individual Student Team

28. A few cautions and adaptations to practices Response Cost

29. Response cost… …a procedure in which a specific amount of available reinforcers is contingently withdrawn following a response in an attempt to decrease behavior. Response cost is often used with token economy programs. The response cost must be less than the total amount of number of reinforcers available (i.e., never go in the hole). Response cost procedures are often referred to as “fines.”

30. Response Cost-AKA The Chart! Top 5 cautions when using ‘the chart’ 5. Be sure to build in forgiveness 4. Never let a student get ‘in the hole’ 3. Teach the behavior 2. Better to climb for positive behaviors (not really response cost) 1. PBIS Standards of Practice • Techniques that do not cause pain or humiliation or deprive the individual of basic needs (2007). PBS standards of practice: Individual level. Available for download from http://apbs.org/whatsnew.html#standards_of_practice.

31. TGBG: Overview • General overview • Students divided into teams • Points allocated based on student behavior when game is in effect • Rewards delivered periodically (end of day, end of week) based on points earned

32. TGBG • Determine when game will occur (e.g., independent work, group work, computer time) • Break class into teams • Standing teams versus rotated membership • Review rules for TGBG

33. TGBG • Determine when game will occur • Break class into teams • Review rules for TGBG • During game, provide points • Game ends, deliver recognition • What is the goal? • Pre-announced versus hidden • Who wins • Team with highest points versus everyone “over the bar”

34. Resources • Coaching Classroom Management: Strategies and Tolls for Administrators and Coaches • Sprick, R., Knight, J., Reinke, W.M., & McKale, T. (2006). Pacific Northwest Publishing. • CHAMPs: A proactive and positive approach to classroom management • Sprick, R. Garrison, M., & Howard, L. (1998). Pacific Northwest Publishing. • Function Based Thinking: A systematic way of thinking about function and its impact on classroom behavior. Beyond Behavior (in press) • Hershfeldt, P.A., Rosenberg, M.S., & Bradshaw, C.P. • Good Behavior Game Implementation & Procedures Manual • Anderson, C,M. & Rodriguez, B.J.