S TRUCTURING THE S CHOOL E NVIRONMENT FOR S UCCESS Halifax County August 3, 2010 Heather Reynolds, DPI PBIS Consultant Correy Watkins, Region 3 PBIS Coordinator.

STRUCTURING THE SCHOOL ENVIRONMENT FOR SUCCESSHalifax CountyAugust 3, 2010Heather Reynolds, DPI PBIS ConsultantCorrey Watkins, Region 3 PBIS Coordinator

STRUCTURING FOR SUCCESS

Engineer the Physical Environment

Estimate Academic Demands

Establish Behavior Norms

Embed Support for Desired Behavior

Evaluate and Adjust

ENGINEER THE PHYSICAL ENVIRONMENT

ENGINEER THE PHYSICAL ENVIRONMENT

Reduce congestion in high-traffic areas Ensure everyone can see and be seen Devote some display space to student

work Make teaching materials and student

supplies easily accessible

PHYSICAL ENVIRONMENT CONSIDERATIONS

What type of activities will students typically be doing?

What type of student interaction is desired? What arrangements will foster these

activities and interactions? Is the arrangement hindering the desired

activities and interactions in any way? What changes to the physical environment

might improve functionality?

ACTIVITY

Morning Madness

ESTIMATE ACADEMIC DEMANDS

EFFECTIVE INSTRUCTION

Effective instructionincreases the likelihood

of correct student responses

Correct responding is correlated with positive

teacher interactions

Leading to increased academic achievement of students and positive behavioral exchanges

between students and teachers

Gunter, Hummel, & Venn, 1998

ESTIMATE ACADEMIC DEMANDS

Evidence-based instructional practices are utilized

Instructors are enthusiastic Directions are clear Instruction is well-paced Curriculum is taught to mastery

WHAT IS THE SINGLE BEST PRACTICE TO REDUCE PROBLEM BEHAVIOR IN THE CLASSROOM?AN

EFFECTIVEEFFECTIVE AND ENGAGING ENGAGING

LESSON PLAN!

ESTABLISH BEHAVIOR NORMS

Students learn appropriate behavior in the same way a child who doesn’t know how

to read learns to read—through instruction, practice,

feedback, and encouragement.

ESTABLISH BEHAVIOR NORMS

Determine & post desired behaviors Teach explicitly to Fluency Provide consistent feedback Create and teach routines based on desired

behaviors

DETERMINE & POST DESIRED BEHAVIORS

Annoying vs. Deal-Breakers Stop vs. Replace Work Backwards Observable Positively Stated

TEACH EXPLICITLY TO FLUENCY

Repeat as

needed

TWO TYPES OF SOCIAL SKILL DEFICITS Skill deficits (cannot do)

Test by providing strong incentive Direct teaching approach

Coaching, modeling, behavior rehearsal Performance deficits (will not do)

Test for motivation or discrimination deficit Motivation deficit if student performs skill following

introduction of motivational strategy. Discrimination deficit if student sometimes performs

but is oblivious to social cues or social demands of situation

Incentive-based management approach Prompting, cuing, reinforcement Prompted social initiations Home and school rewards Individual and group contingencies

TEACHING BEHAVIOR SKILLS EXAMPLE: FOLLOWING DIRECTIONS/INSTRUCTIONS Discuss rationale for the critical rule What would happen if you do or do not follow

directions? If you follow directions, your parents may see you

as more responsible and cooperative which could lead to more privileges.

Your teacher will view you as a learner because you follow through.

If you don’t follow directions, an adult might think you are deliberately misbehaving or ignoring them.

Elicit responses from students: when, where & with whom they would use this skill.

TEACHING BEHAVIOR SKILLS EXAMPLE: FOLLOWING DIRECTIONS/INSTRUCTIONS

Teach/describe the skill and skill steps. Look at the person. Acknowledge (verbal or nonverbal). Decide if you need to ask any clarifying

questions. Do the task immediately. Check back if appropriate.

TEACHING BEHAVIOR SKILLS EXAMPLE: FOLLOWING DIRECTIONS/INSTRUCTIONS

Model examples and non-examples. Provide an example from your life when you

followed directions. Provide more examples than non-examples.

TEACHING BEHAVIOR SKILLS EXAMPLE: FOLLOWING DIRECTIONS/INSTRUCTIONS

Role play / practice with feedback Students role play scenarios elicited from

the group Students and teachers observing can

provide specific feedback Review and test:

Identify a time when you did not follow directionsIdentify a time when you did follow directions

CRITICAL COMPONENTS OF BEHAVIOR INSTRUCTION

Teach the skill. Demonstrate the skill. Provide multiple

opportunities for practice with feedback.

Reinforce and encourage when students demonstrate the skill.

KEY POINTS

Teach the behavior you want to see It’s not what they know, it’s what they do Behavior can be taught Students need multiple opportunities to

practice behavioral skill deficits Teachers need to reinforce students when

they demonstrate targeted skills

ESTABLISH PROCEDURES BASED ON EXPECTATIONS

Teach an Attention Signal Develop a Schedule Teach Routines for Repetitive Tasks

TEACH ATTENTION SIGNAL

Always use a simple, portable cue Avoid starting instruction until all

students are attending Reinforce students who attend

immediately Provide specific verbal praise to peers to

redirect students Consistency, consistency, consistency!

THINK, PAIR, SHARE

What are some effective attention signals you have used in the past?

How could you share with your colleagues? Do you have a school-wide attention signal?

DEVELOP CLASSROOM SCHEDULE

Establish predictable schedules illustrate with icons, time, etc.

Schedule non-instruction time administration time personal time

Evaluate the variety and time for each activity.

DEVELOP A SCHEDULE...DOWN TIME CAUSES PROBLEMS

Time unscheduled in a classroom is an open invitation to disruptive behavior.

Scheduled time is one of the basic proactive variables that is under teacher control.

70% of the school day should be scheduled for academic activity.

SAMPLE SCHEDULE

10 Min Teacher directed review of

previous concepts 5 Min Homework review 20 Min Teacher directed new concepts 15 Min Teacher directed guided practice 30 Min Independent work 10 Min Teacher directed guided practice

and review

EFFECTIVE ROUTINES:WHY THEY HELP MANAGE BEHAVIOR

Support for transition times and basic activities that happen on a regular basis

Establish predictability Clear Expectations for Student Behavior Clear Expectations for Adult Behavior

Plan, post, and teach the routines you value

EFFECTIVE ROUTINES - RATIONALE

The number one problem in the classroom The number one problem in the classroom is not discipline; it is the lack of is not discipline; it is the lack of procedures and routines. A vast majority procedures and routines. A vast majority of the behavior problems in the classroom of the behavior problems in the classroom are caused by the failure of students to are caused by the failure of students to follow procedures and routines.follow procedures and routines.--Harry WongHarry Wong

TEACH ROUTINES

Think through and establish procedures for transition times and basic regularly scheduled activities

Break down each step necessary in sequence Define what students and teachers do at

each step Teach as you would any other behavior Practice, Practice, Practice Reflect: Are procedures working? Why or why

not?

EFFECTIVE ROUTINES

Use Think-Pair-Share to brainstorm a list of procedures teachers need to teach

You have 2 minutes Share your list!

EMBED SUPPORT FOR DESIRED BEHAVIOR

EMBED SUPPORT FOR DESIRED BEHAVIOR

Increase Desired Behaviors Specific Verbal Feedback Positive Interactions Reinforcement Strategies Precorrects Visual Cues

Decrease Problem Behavior Active supervision Techniques to Improve Compliance Correct Behavior Errors Consequences

INCREASE DESIRED BEHAVIORS: SPECIFIC VERBAL FEEDBACK

Providing praise for correct academic responses and appropriate social behavior lead to:

Increases in student correct responsesIncreases in on task behaviorDecreases in disruptive behaviors

(Sutherland, 2000)

INCREASE DESIRED BEHAVIORS: SPECIFIC VERBAL FEEDBACK

Timely and Accurate Specific and Descriptive Contingent Age-appropriate Given in a Manner that Fits Your Style

INCREASE DESIRED BEHAVIORS: POSITIVE INTERACTIONS

Strive to keep an 4:1 ratio of positive-to-negative statements

Each time you have a negative interaction with a student, tell yourself you owe that student positive interactions

Identify specific times during the day you will give positive feedback

Schedule individual conference time Scan the room searching for appropriate

behaviors Engage in frequent positive interactions with

all students

THINK, PAIR AND SHARE Think about what you need to do to increase

your positive interactions with students Pair up with another person One person shares Listen for signal The second person shares

INCREASE DESIRED BEHAVIORS: REINFORCEMENT STRATEGIES

Behavior(s) are determined and taught Reinforcement is contingent upon

appropriate behavior Be generous with reinforcers at the beginning Group contingencies or individual systems

“Yes/no” bag Compliance matrix Lottery tickets

INCREASE DESIRED BEHAVIORS: PRECORRECTS/VISUAL CUES

Function as reminders Opportunities to practice Prompt for expected behavior Especially helpful before teacher anticipates

behavior learning errors Visual cues offer opportunity to precorrect

nonverbally Visual cues especially helpful for non-readers

INCREASE DESIRED BEHAVIORS: PRECORRECT EXAMPLES

“ Remember, before you leave class, collect all your materials, put your papers in the bin, and quietly walk out of the room.”

“ Sam, show us how to be respectful and line up quietly for gym.”

WHAT SHOULD BE YOUR FIRST STRATEGY TO ADDRESS REPETITIVE STUDENT BEHAVIOR ERRORS?

DECREASE PROBLEM BEHAVIORS:ACTIVE SUPERVISION & PROXIMITY

More than adult presence in vicinity More adults not automatically more effective Adults interacting with students Students less likely to misbehave in close

proximity to adults Provides opportunity to nonverbally prevent

and/or correct behavior

DECREASE PROBLEM BEHAVIORS: TECHNIQUES TO IMPROVE COMPLIANCE

Avoid a question format Use a quiet voice Make eye contact Give them time Tell them only twice Give one direction at a time Tell students what you want them to do

(rather than what you don’t) Verbally reinforce compliance

DECREASE PROBLEM BEHAVIORS: CORRECT STUDENT BEHAVIOR ERRORS

“Emotion Free” response More effective if students have been taught

expected behaviors Minimize attention other than to signal an

error has occurred Praise for appropriate behavior

DECREASE PROBLEM BEHAVIORS: CORRECT STUDENT BEHAVIOR ERRORS

Signal that an error has occurred “What are you doing?”

Check for understanding of the rules “What should you be doing?"

Provide an opportunity to practice the skill “Show me what that looks like.”

Provide feedback "That's much better, thank you for showing

respect toward others by walking quietly down the hall.”

DECREASE PROBLEM BEHAVIORS: CONSEQUENCES

Meant to teach Different from punishment Most effective if natural fit with problem

behavior Avoid producing desired effect of

misbehavior Need to be evaluated for effectiveness; if

consequence doesn’t change behavior try something else

EVALUATE AND ADJUST

EVALUATE & ADJUST

What data will be collected about behavior? How can you use this to evaluate the system

you have implemented? How frequently should you assess? How much time should you give a new

intervention?

APPLICATION

EFFECTIVE TEACHING PLANS… Are for all teachers

Support struggling teachers Boost teachers in a rut

Become fluid, living, breathing documents Support reflective, thoughtful, well-planned

teaching & use of effective strategies (academic and social)

Provide direction for needed PBIS system supports

COMPONENTS OF AN EFFECTIVE TEACHING PLAN

Define classroom rules based on school-wide expectations

Outline routines (attention signal, etc) Establish schedule for teaching routines and

procedures Decide strategies for encouraging appropriate

behavior and discouraging problem behavior Plan a variety of instructional strategies Establish effective classroom environment

PLANNING FOR IMPLEMENTATION

Using the Classroom Management Checklist and the Effective Teaching Plan in your handouts, think about how you typically manage your classroom/area and how you plan to implement the structures discussed today.

“I have come to the conclusion that I am the decisive element in the classroom. It is my personal approach that creates the climate. It’s my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations it is my response that influences whether a crisis will be escalated or de-escalated and a child humanized or de-humanized.”

Haim Ginott