EVIDENCED-BASED CLASSROOM MANAGMENT

1. EVIDENCED-BASED CLASSROOM MANAGMENT Presenters: Josh Kuersten – Behavior Specialist, TCOE Conde Kunzman – SELPA Director, Shasta County Betsy Madison – Program Specialist, Shasta County Linda Cole and Sara Lincoln – Shasta Head Start Els Prigmore – Shasta Union High School District

2. Agenda • Foundations of Tier I Behavior Interventions • Evidenced Based Classroom Management Afternoon Session • Second Step Overview • School Wide Information System – SWIS • Time to Teach

3. G Higgins Not all of us are a mess, you know…people often associate anyone who’s been abused with “There’s no hope for that child.”…Tell people we can do it. That you can survive all that and be a fully functioning member of the community. Don’t give up on that kid at age 7 and say, “Oh, he’s been through so much; he’s never going to amount to anything…”The abused are labeled. But you can change somebody around.

4. Evidenced-based criteria The use of a sound experimental or evaluation design and appropriate analytical procedures Empirical validation of effects Clear implementation procedures Replication of outcomes across implementation sites Evidence of sustainability (Kerr & Nelson, 2009, p.89)

5. Even the most abused and troubled children self-correct as they mature in age. (Anthony, 1982m 1987; Garmezy, 1983, 1994; Werner and Smith, 1977)

6. Teachers are among the most likely mentors and positive influences for underachieving students. And school can often be the only bastion of stability in a student’s life. A committed school faculty, therefore, can do a great deal to enhance the life of every child. When acting in concert to create a reclaiming environment and to build systems to prevent failure, school communities dramatically enhance the likelihood for student success (Schorr, 1988).

7. Think About It! • Most of the traditional approaches to dealing with student behavior were based on the Skinnerian philosophy of reward and punishment. • Banishment • Labeling, then referring student to remedial programs, special education, and alternative schools

8. Disproportionality Since 1968, Lloyd Dunn brought to the attention of educators the over-representation of students of particular ethnicities in special education, countless research studies and reports – federal, state, and district have documented this trend.

9. Disproportionality • Impact is a disproportional representation • African American Students • Latino Students • Native American Students • Students from low-income families These groups are less likely to receive access to a rigorous and full curriculum, limited interaction with “able” peers and an increased sense of social stigmatization

10. Exemplary Practices Technical Assistance and Consulting Services (TACS) at the University of Oregon. • Analysis of state and school district data • Caroline Moore – Director “We are looking in particular for the successful implementation of positive behavioral interventions and supports {PBIS} and response to intervention.”

11. Think It Through…. How does your school identify students who need additional behavioral support? How early in those students’ academic careers does such identification and intervention take place?

12. The BIG Five Maximize structure Post, teach, review, monitor, and reinforce expectations Actively engage students in observable ways Use a continuum of strategies for responding to appropriate behaviors Use a continuum of strategies to respond to inappropriate behaviors

13. Maximize Structure and Predictability • High classroom structure • High rate of teacher directed activity • Huston-Stein, Friedrich-Cofer, & Susman, 1977 • Morrison, 1979 • Susman, Huston-Stein, & Friedrich-Cofer, 1980

14. Structure and Stability • Physical arrangement that minimizes distraction • Walls, visual dividers • personal space – reduce crowding whenever possible • Ahrentzen & Evans, 1984 • Burgess & Fordyce, 1989 • Maxwell, 1996 • Weinstein, 1977

15. Post, Teach, Review, Monitor, and Reinforce Expectations • Post, teach, review, and provide feedback on expectations • Greenwood, Hops, Delquadri, & Guild, 1974 • Johnson, Stoner, & Green, 1996 • McNamara, Evans & Hill, 1986 • Rosenberg, 1986 • Sharpe, Brown, & Crider, 1995

16. Post, Teach, Monitor and Reinforce • Active Supervision • Colvin, Sugai, Good, & Lee, 1997 • DePry & Sugai, 2002 • Schuldheisz & Van Der Mars, 2001

17. Actively Engage Students in Observable Ways • Rate of opportunities to respond (OTRs) • Response cards • Direct Instruction • Computer Assisted Instruction • Class wide peer tutoring • Guided Notes • Sutherland, Alder, & Gunter, 2003 • Lambert, Cartledge, Heward & Lo, 2006 • Clarfield & Stoner, 2005 • DePaul, Ervin, Hook, & McGoey, 1998 • Austin, Lee, Thibeault, Carr, & Baily, 2001

18. Use of Continuum of Strategies to Acknowledge Appropriate Behavior • Specific and/or contingent praise • Class-wide group contingencies • Behavioral contracting • Token economies • Sutherland, Wehby, & Copeland, 2000 • Hansen, & Ligngaris,2005 • Kelly & Stokes, 1984 • Jones & Kazdin

19. Continuum of Strategies to Respond to Inappropriate Behavior • Error corrections • Performance feedback (with and without the addition of other strategies) • Differential reinforcement • Planned ignoring plus contingent praise and/or instruction of classroom rules • Singh, 1990 • Yarborough, Skinner, Lee, & Lemmons, 2004 • Zwald & Gresham, 1982 • Hall, Lund, & Jackson, 1968

20. Strategies to Respond to Inappropriate Behavior • Error Corrections • Performance Feedback • Planned ignoring plus contingent praise and/or instruction of classroom rules • Response cost • Singh, 1990 • Zwald, & Gresham, 1982 • Yawkey, 1971 • Trice, & Parker, 1983

21. Classroom Management Assessment • Team Time • Please complete the survey • Discuss your results with your school teams

22. Behavioral RTI Universal Supports: Concrete Concepts and Examples By: Josh Kuersten Behavior Specialist TCDE

23. Basic Behavior Analysis • A – B – C

24. Example • Out of seat whenever it’s independent math time and refuses to sit down regardless of my repeated requests. I have to stop everything and deal with him directly before moving on. • A = Independent Math • B = Out of seat • C = 1:1 teacher attention

25. Video

26. Video A-B-C

27. Discuss w/ Neighbor • What was A – B – C? 5 MIN

28. My Breakdown • A = sees the sweets (brief aside on motivating operations… in store and dad packing cart with what he wants, and what’s going to be available at home…. Supports? List, routine, point system for size of choice kid makes, let kid pick brands / flavors) • B = Tantrum, looks like: high pitched screaming, grabbing and shaking shopping cart, clearing things off of the shelves and laying on back pounding floor with fists and feet • C = ???  potential outcomes could be: dad walks away, dad puts sweets in cart, dad carries kid out and goes home • !!Dad faints and has a vision of taking the commercial’s advice!!

29. Behavior RTI The “A – B – C” Approach to Universal Support

30. A-B-C of Classroom • A = Environment that supports the initializing of positive behavior • B = Expectations of student behavior (classroom culture) • C = Reinforcement / Redirection / Restrictions

31. Behavior • B = Defines / Teaches positive behaviors • Posted / taught / reinforced expectations • Choices and Solutions for frustration • Imbedded into visual and academic environment • Student input / buy in • Strict / consistent / predictable

32. Activity 15min • Talk w/ team and discuss B: • Classroom expectations • Acceptable choices and solutions • How to imbed into 2-3 visuals and 1 academic • How to facilitate student input / buy in *Remember to create expectations that staff are committed to: being strict, consistent and predictable with supporting and modeling*

33. Examples/Resources • Photos and resources

34. Antecedent • A = Supports initiation of successful behaviors • Posters / matrix of expectations • Visual schedules (major / minor) • Consistent / Predictable staff responses • Physical arrangement allows for appropriate spaces • Activities

35. Activity 15min • Talk with team and discuss A: • Where to put main and “mini” posters of expectations and what to matrix first • What type of major visual schedule best supports your behavioral needs and what areas should you develop mini schedules for • Responses for delivering reinforcement and enforcing limits • Preferred activities before focusing on tasks

36. Examples/Resources • Photos and resources

37. Consequence • C = Reinforcement • Individual / whole class / small group • Immediate / delayed / long-term • Tangible / visual / verbal / kinesthetic • Token Economy • Specific Praise • Marble Jar • Self evaluation • Behavior report card • Level System • Teacher-student positive behavior card • Level system re: Privileges

38. Activity 15min • Talk with team and discuss C: • Individual / whole class / small group systems that may fit your environment and address your needs (intensity level) • Come up with immediate R, delayed R, and long term R (consider group contributive R)

39. Examples/Resources • Photos and resources

40. Beyond Classroom • When I think behavior RTI, I think: • Tier 1 • Universal classroom • Universal Whole School • Tier 2 • Focused intervention individual / small group / whole class • Focused intervention school-wide • Tier 3 • Intensive intervention individual / small group / whole class

41. Examples of School-wide Universal • Visual Supports • Posters • Location specific expectation • Friendly reminders • Clear room labels • Directions

42. Examples of School-wide Universal • Tangible Supports • Store bucks • Raffle tickets • Notes home • Merit posters • Parties • Lunch with ____

43. Examples of School-wide Universal • Kinesthetic • Rallies • 1st group / individual in cafeteria to eat • Early recess • Reinforcement officer • Activities with specific school staff / admin

44. Examples/Resources • Photos / resources

45. School-wide Team Purpose: to establish and support behavior RTI • Members: 1 Admin and 4 staff members (2-5) • Facilitate: • Organization of SWPBS with staff • Common “cut points” for minor / major violations • Similar procedures for reactive strategies to minor / major violations • Creation and distribution of tools needed to support this

46. School-wide Team • Maintain • Fidelity of universal components • Review data • Target and track students / areas for intervention

47. Year 1 Checklist • Classroom • Expectations • Routines • Procedures • Reinforcement (whole class) • Reactive strategies for minor / major violations

48. Year 1 Checklist • School-wide • Expectations with visual supports around school • Procedures for R and for minor / major violations in all public areas of campus • Data collection / schedule of review • How to support fidelity of supports in classroom and school-wide (team)

49. My Contact Information jkuersten@tehamaschools.org