Core Competencies of PBIS Classroom Management (Act 136)

1. www.laspdg.org Core Competencies of PBIS Classroom Management (Act 136) Presented by Wendy Allen

2. Considerations • To download the materials for today, you can click on the files in the file share pod on your screen and save them to your computer • Each district must implement Act 136 according to their own interpretation of the law; this presentation offers examples and suggestions for delivery • Please consult with your district policy to ensure consistency • Even though the elements of Act 136 are not new to teachers, we can never assume that teachers have these basic skills

3. People First Language “People First Language puts the person before the disability and describes what a person has, not who a person is.” Kathie Snow. (n.d.) A few words about People First Language. Disability is Natural. Retrieved August 1, 2012 from http://www.disabilityisnatural.com/images/PDF/pfl-sh09.pdf

4. Objectives: • Discuss each component of Act 136 • Provide classroom strategies and interventions that align with Positive Behavior Interventions & Support • To provide effective behavioral strategies that will increase appropriate behavior and instructional time in the classroom

5. Why Focus on Discipline in LA? 2003 – Juvenile Justice Reform Act (1225) 79 of the 143 legislators coauthored this bill that was unanimously passed • Subpart C-1 The Education/Juvenile Justice Partnership Act legislated that: • BESE (Board of Elementary & Secondary Education) would formulate, develop and recommend a Model Master Plan for improving behavior and discipline within schools that includes the utilization of positive behavioral supports and other effective disciplinary tools • Each city, parish, and other local public school board should be responsible for the develop of school master plans for supporting student behavior and discipline based upon the model master plan developed and approved by BESE

6. Act 136 In 2010, this legislation passed which encourages school districts to provide ongoing classroom management related to • positive behavior interventions & support • reinforcement • conflict resolution • mediation • cultural competence • restorative practices • guidance and discipline • adolescent development

8. What is Positive Behavior Interventions & Support (PBIS)? • Improving student academic and behavior outcomes is about ensuring all students have access to the most effective and accurately implemented instructional and behavioral practices and interventions possible • PBIS provides an operational framework for achieving these outcomes • PBIS is NOT a curriculum, intervention, or practice, but IS a decision making framework that guides selection, integration, and implementation of the best evidence-based academic and behavioral practices for improving important academic and behavior outcomes for all students.

9. What does PBIS emphasize?

10. Levels of PBIS • School-wide (green) – intended for all students and staff; in specific settings and across campus • Classroom– reflect school-wide expectations for student behavior, coupled with preplanned strategies applied within classrooms • Targeted group (yellow) – address students who are at risk for school failure or display a chronic pattern of inappropriate behavior who do not respond to school-wide interventions • Individual student (red)– reflect school-wide expectations for student behavior coupled with team-based strategies used with individual students based on child-centered behavior

11. How long has PBIS been used? • Began in special education settings over 20 years ago • It worked well in that setting, but when students with disabilities went to areas of school that did not utilize PBIS strategies, the students were not successful • The idea of “school-wide” PBIS was implemented and has worked well • To review PBIS research, go to http://pbis.org/research/default.aspx

12. Designing School-Wide Systems for Student Success When a teacher views a student as struggling academically, there are strategies and interventions that the teacher puts in place in order for the student to be successful……this mindset should be embraced with behavior also Graphic courtesy Florida’s RtI:B Project

13. Students can be categorized in a triangle • There needs to be basic management techniques that all students are exposed to (green kids) -focus of today (0-1 referral) • Some kids (yellow) will need additional targeted, small group interventions (2-5 referrals) • Few kids (red) will need intensive, individualized management (>6 referrals) *Be careful not to classify students solely based on # of referrals

14. Traditional Discipline versus PBIS • Traditional Discipline: - Focus:Student’s problem behavior - Goal:Stop undesirable behavior - Method:Primarily uses punishment (reactive) • Positive Behavior Interventions and Support: • Focus: Systems perspective to address identified needs • Goal: Academic and social success (replacement skills) -Method: Alters environments, utilizes teaching and instruction, employs reinforcement procedures, (proactive) data management tracking system

15. Don’t forget that you work with green, yellow, and red teachers 

16. RESOURCE: What does your triangle look like?

17. PBIS should unify all initiatives…it’s not one more thing PBIS Response to Intervention Discipline Understanding Cultural Needs Literacy Attendance Special Education School Climate

18. What “kind” of students can display problematic behavior? All students! Students with/without labels who are served in general/special education can display problematic behavior. This is not a special education issue. It is an education issue.

19. “If we as educators keep doing the same thing over and over with the same negative result – Who is the slow learner?”

20. http://www.panix.com/~pro-ed/

21. http://maxweber.hunter.cuny.edu/pub/eres/EDSPC715_MCINTYRE/GroeningCartoon.JPGhttp://maxweber.hunter.cuny.edu/pub/eres/EDSPC715_MCINTYRE/GroeningCartoon.JPG

23. A Day in the Life of a Teacher…… “You were hired to take a group of possibly disinterested, howling, and unruly people and turn them into interested, disciplined and productive learners in a well managed environment”---Harry Wong

24. Does 1 student really matter??.....

25. Classroom Mgmt. VS. Teacher Self-Mgmt. • Understand the nature of the “grand delusion” that you are going to “manage” or “control” how someone else acts. • However, what we do (how we act) in the classroom does directly influence how our students act. • A more accurate description of what effective classroom management requires is “teacher self-management of instructional practices in group settings”.

26. Some points to ponder…. • Huge gap between training and implementing strategies • Why don’t teachers do what they have been trained to do? (EX: weight loss) • What doesn’t get monitored or measured, doesn’t get implemented • We can’t let what happens outside of school spill into our school, but we can be sensitive about what our students are going through when they are not at school

27. The Bottom Line One is not successful on its own

28. Basic Management & Structure

29. You can’t “fix” a kid until your first fix their environment……

30. “It is easier to prevent a behavior from occurring than to deal with it after it has happened.” Smallest change = biggest effect Always expect the best, but prepare for the worst…

31. How do you teach behavior? (must all be done; cannot pick and choose) 1) State behavioral expectations 2) Specify student behaviors (rules) 3) Model, teach, &practice appropriate behaviors 4) Reinforce appropriate behaviors 5) Develop an array of consequences & interventions 6) Evaluate in order to make data-based decisions

32. Expectations

33. What is the difference between an expectation and a rule? *Expectations areBROAD and apply to EVERYONE in ALL SETTINGS • Be Safe • Be Responsible *Rules are specific to a setting - Place food items in proper container (specific to a cafeteria) - Keep all 4 legs of chair on floor (may not apply in gym, recess)

34. 1) State behavioral expectations *Have your expectations posted (usually 3-5) *May want to use an acronym (PRIDE, CATS); align with school-wide if possible *Works best when expectations are school-wide, but you could consider as a grade level or independently *Look at your most frequent problem behaviors and then turn them into positive statements Examples: - If disrespect is a problem, then use “Be Respectful” - “Be Responsible” - “Be Safe”

37. Expectations Do Not Have to Fit an Acronym!

38. Rules

39. 2. Specify student behaviors (rules) What do your classroom rules look like?

42. When developing rules.. *Should align with expectations and be printed as such *Limit rules to a few per expectation *Target areas of need *Discuss with grade level *Different than “routine” *Must be positively stated • Instead of “DON’T TALK”, consider: ~Maintain low noise level ~Remain quiet until given permission to speak

43. Even if your school does not have the same classroom rules, yours should be….. • Written in alignment with expectations • Positively stated

44. School-Wide ExampleRAH – at Adams City High School(Respect – Achievement – Honor)

45. Classroom Example

46. Discipline concerns how students behave Discipline plans have rules, consequences and are reinforced The purpose of rules is to set boundaries or limits Procedures concern how things are done and are statements of student expectations Routines are what the students do automatically Procedures and routines teach what students are to do or work at. Classroom management plans have procedures Discipline and Rulesvs. Procedures and Routines

47. Classroom Routines Routines are more individual and reflects the teacher’s preference in maintaining a well-run classroom • Movement • Entering/exiting • Whole class to small group • Sharpening pencil • Non-instruction tasks • attendance, • collecting permission slips, • making participation counts • keeping the classroom neat • Materials Management • routines are developed for the distribution, collection and storage of instructional materials • Transitions • materials might be listed on the daily schedule so students will know what they need and can prepare for one activity as materials for the previous activity are stored or collected • Group Work • Each team member within a group should have a job, and over time each student should have an opportunity to do each job • Develop job descriptions and routines for assigning the jobs. Jobs might be facilitator, time-keeper, reporter, recorder, encourager, questioner, materials manager or taskmaster

48. Rules within Routines Matrix

49. Establish a Predictable Environment Define and teach classroom routines How to enter class and begin to work How to predict the schedule for the day 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 you are handing in late material What to do if someone is bothering you Signals for moving through different activities Establish a signal for obtaining class attention Teach effective transitions

50. Remember… • It is useless to have a pretty poster on a wall with rules if behaviors are not clarified by the teacher Ex: Being Good • Are your exp/rules considerate of your student’s culture? (ex: eye contact, etc.)