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Tier 1 PBS and Classroom Systems

Tier 1 PBS and Classroom Systems. Benchmarks of Quality Classroom Items # 42-48. Objectives. Participants will be able to: Identify the foundation for PBS classroom behavior management systems Name the top six classroom behavior management practices

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Tier 1 PBS and Classroom Systems

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  1. Tier 1 PBS and Classroom Systems Benchmarks of Quality Classroom Items # 42-48

  2. Objectives • Participants will be able to: • Identify the foundation for PBS classroom behavior management systems • Name the top six classroom behavior management practices • Identify two tools to assess behavioral needs within the classroom

  3. Classroom RtI for Behavior • Classroom-Level PBS: • Tier 1 Expectations - The foundation for classroom behavior management systems • Critical component in a multi-tiered system of supports • Helps teachers embed RtIB into classroom practices • Provides tools for preventing problem behaviors • Provides tools for remediation • System for building in accommodations, as needed • Assists teachers who need behavioral support, in addition to existing Tier 1 practices

  4. Tiers of PBS • Tier 3 – (Intensive, Individualized) Processes and procedures reflect Tier 1 expectations coupled with team-based strategies to address problematic behaviors of individual students • Tier 2 – (Targeted) Processes and procedures address behavioral issues of groups of students with similar behavior problems or behaviors that seem to occur for the same reasons (i.e. attention, escape) • Tier 1 & 2 – (Classroom) Processes and procedures reflect Tier 1 expectations coupled with pre-planned strategies applied within classrooms • Tier 1 – (Core) Procedures and processes support behavior intended for all students, staff, across all settings

  5. Classroom PBS Basics • Tier 1 expectations are the foundation for classroom management • Classroom rules and procedures tied to Tier 1 expectations • Rules are observable, measurable, enforceable • Rules and procedures are identified, taught and reviewed regularly • Classroom reward system supports Tier 1 expectations • Includes high ratio of positives to negatives • Increases likelihood students will engage in the desired behaviors • Provides opportunities for at-risk students to experience success • Responses to problem behaviors connected to Tier 1 expectations • Teacher-managed referrals support Tier 1 system • Used as a teaching tool for desired behavior

  6. Classroom Behavior Management • Top 6 Behavior Management Practices: • Teach Tier 1 Expectations • Develop and teach classroom procedures & routines • Develop and teach effective classroom rules • Acknowledge appropriate behavior • Actively engage learners • Respond effectively to problem behavior

  7. 1. Teach Tier 1 Expectations • Tier 1 Expectations: • Foundation for classroom behavior systems • Posted in all classrooms • Directly taught through on-going lesson plans • Embedded into academic lessons • Differentiate lessons based on need • Whole class • Smaller groups • Individual Students

  8. Formal Lesson Plan Development • Explain why the lesson is important or relevant • Define concept/skill with examples & non-examples • Have students apply the knowledge/skill • Provide additional practice with feedback • Differentiate instruction based on student need Expectations: Concept-Level lessons Rules: Specific skills students must rehearse in the identified setting

  9. Embedding Expectations • Social Studies: • Discuss how different historical events unfolded due to conflict. Have students brainstorm solutions on different way the conflict might have been resolved • Language Arts and Reading: • Discuss how characters in a novel did not show respect. Have students re-write the story with the character showing respect

  10. 2. Classroom Procedures and Routines • Procedures and Routines: • Provide structure and consistency for students regarding all activities or events: • Classroom movements (transitions) • Turning in assignments or homework, getting materials • Gaining adult attention or asking for help • Working in groups, independent seatwork, whole group instruction • Must be taught, practiced, modeled and reinforced • Developed for all staff • Volunteers, substitutes, aides, paraprofessionals

  11. Classroom Procedures by Expectation

  12. Teaching Classroom Procedures and Routines • Example: Lining Up • Proactively identify problem situations/areas • Teach the expectations (Be safe, Be Respectful) based on how they align with the procedure • Model and practice the expected behaviors • Reinforce appropriate behavior • Review (pre-correct desired behaviors) • Prompt • Reinforce

  13. 3. Classroom Rules • Developed by the classroom teacher • Aligned with the Tier 1 expectations • Examples: • Always push in your chair = Be Safe • Turn in all assignments = Be Responsible • Positively stated • Limited in number (maximum 5) • PBS team member may review rules for adherence to guidelines

  14. Supporting Classroom Implementation Blank Classroom PBS Plans in the Misc. Section in the Tier 1 Training Binder

  15. 4. Acknowledge Appropriate Behavior • Acknowledging Appropriate Behavior: • Specific verbal praise, gestures ( e.g., high-fives, thumbs up) • Rewards: Points, social, activity, sensory, escape, tangible • How to Acknowledge: • Provide immediate, specific praise • “Johnny, you were in your seat when the tardy bell rang, thank you for being responsible.” • “Bridget, thank you for being safe by walking down the correct side.” • 4:1 ratio of positives to corrective statements • Use visual prompts in classroom as reminders to stay focused on the positives

  16. Levels of Acknowledgement • ‘All for One’: Interdependent Group Contingency • Whole group, universal approach • Everyone engages in the desired behavior which earns the entire group/class a reward • Example: Marbles in a jar • ‘One for All’: DependentGroup Contingency • Target student or targeted group • Individual student earns a reward for the entire group by engaging in the targeted behavior; class encourages student • ‘To each his/her own’: Independent Group Contingency • Each student earns reinforcement based on his/her behavior • Example: Behavior Report Card

  17. Examples of Rewards • Positive note/phone call home • Lunch with preferred adult (teacher, principal, coach) • Sit in special chair (teacher’s chair, beanbag chair) • Keep the class mascot on desk • Mystery “Grab Bag” • Homework pass • Extra computer, library time • Pizza, popcorn, popsicle party

  18. Build on the Tier 1 System • Connect Classroom and Tier 1Reward Systems • Every full jar of marbles the class earns, each student earns a Tier 1 token • Add Tier 1tokens to the classroom treasure box • Class competitions for public praise announcement • Example: Class of the Week for Being Respectful • Teacher nominates student for positive office referral and a raffle ticket

  19. Other Classroom Systems • Stoplight or Flipping/Pulling Cards • Focus is on inappropriate behaviors • Students receive attention for not demonstrating Tier 1 expectations • Opportunities for adverse reactions by students • Possibility of increased or escalation of problem behavior • Solution: Flip The System • All students start in the ‘Neutral’ Zone • Students earn the opportunity to move up to the ‘Go/Green’ Zone by demonstrating Tier 1 expectations

  20. 5. Actively Engage Learners • Active Engagement: • Vary who responds (individual, groups, pairs) • Provide numerous ‘opportunities to respond’ • Use enthusiasm and humor • Observable ways to engage students • Auditory/visual signals (bells, buzzers, yes/no cards) • White board, clickers • Create Ownership: our room vs. my room • Offer choices • Link engagement with outcome objectives • If everyone has an answer, I’ll knock one question off your homework”

  21. 6. Responding Effectively to Problem Behavior • Match severity of offense to the response • Address the motivation (function) of the problem behavior • Align responses with: • Tier 1 expectations • Clearly defined rules • A system for teaching & rewarding expectations & rules • Include opportunities to learn & practice appropriate alternatives • Monitor responses to ensure they are effective

  22. Effective Classroom Responses • Modify the Environment • Change seating, reduce distractions, decrease noise • Modify the Presentation • Increase/decrease pace of instruction, shorten lecture time, increase student participation, use work groups, allow use of computer, short work breaks, study buddy • Modify Curriculum and/or Instruction • High-interest topic for reading/writing assignments, shortened assignments, visual aids, extended time, frequent feedback

  23. Positive Peer Modeling • Focus on students engaging in the appropriate behaviors • Identify students following the expectations • Name the expectation • Provide reinforcement (praise, token/ticket) • Engage the class in discussion to identify problems in the classroom(e.g., talking out during instruction, out of seat) • Discuss rationale for focusing on a behavior • Identify a classroom goal that is achievable • Determine classroom reward for achieving the goal

  24. Addressing Inappropriate Behavior • Speak to student privately • Remain calm, positive and objective • Refrain from arguing with the student • Acknowledge concerns/feelings, then re-direct to next opportunity for success • End conversation immediately • Avoiding Escalating Behavior and Power Struggles • PBS Classroom Consultation Guide, Page 128 http://flpbs.fmhi.usf.edu/revision07/secondary/Classroom%20Consultation%20Guide.pdf

  25. Teacher-Managed Referral Forms • Problem-solving and progress monitoring tool • Used for ongoing/repetitive issues with a student • Individual problem solving, bring to problem solving team • Student doesn’t need to know you’re filling it out • Identifies Tier 1 issues (when aggregated) • Skills to be taught/rewarded • Support classroom management • Form should be easy to complete • Process for completing form should be simple • Staff should be taught how and when to use the form

  26. Referral Review • Steps for reviewing a classroom ‘referral’ with a student: • Name the problem behavior • State the Tier 1 expectation • Model expected behavior • Ask student to demonstrate behavior • Provide acknowledgement to student • Follow discipline referral process • Use a neutral, calm tone • Provide feedback on a behavioral error • Acknowledge feelings, but don’t argue • Deliver in private

  27. Additional Classroom Support If a teacher is effectively using the top 6 classroom practices: Teaching Tier 1 expectations Teaching classroom rules, procedures, and routines Acknowledging Appropriate Behavior Actively engaging learners Responding effectively to problem behavior And has not successfully modified the behavior, s/he may seek assistance from the ‘Behavior’ team Classroom Consultation Guide

  28. Classroom Consultation Guide Who should use the Guide? Individuals supporting classroom teachers Classroom teachers School-based PBS team members Purpose of the Guide: Identify, assess, & evaluate classrooms in need of additional support Environment, Behavior System, Curriculum & Instruction Problem-solve to determine appropriate interventions Evaluate effectiveness of intervention strategies http://flpbs.fmhi.usf.edu/revision07/secondary/Classroom%20Consultation%20Guide.pdf

  29. Guide has links within the document. To return to the Table of Contents press alt + left arrow key

  30. Classroom Assistance Toolhttp://flpbs.fmhi.usf.edu/pdfs/CLASSROOM%20ASSISTANCE%20TOOL%209.10.docx

  31. Classroom Behavior ManagementSummary Identify areas of concern within the classroom: Be Proactive Alter the environment to prevent behaviors from occurring Teach appropriate behavior Tier 1 expectation lesson plans Utilize classroom rules, procedure and routines to support the expectations Embed in academics Reinforce desired behavior Develop effective responses to problem behaviors Acknowledge students engaging in Tier 1 expectations Use peer modeling and support

  32. http://flpbs.fmhi.usf.edu

  33. PBS Project Contact • Heather P. George, Ph.D. • Co-PI and Co-Director, Florida’s Positive Behavior Support Project • Phone: (813) 974-6440 • Fax: (813) 974-6115 • Email: flpbs@usf.edu • Website: http://flpbs.fmhi.usf.edu

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