SW-PBIS Classroom Systems Resources .

SW-PBISClassroom Systems

Resourceshttp://pbis.sccoe.org

www.pbisclassroomsystems.pbworks.org

Main Messages

• Invest in prevention first

• Invest in a “whole-school” approach to classroom management

• Focus as much on “HOW to implement” as on “WHAT to implement.”

Nonclass

room

Setting S

ystems

ClassroomSetting Systems

Individual Student

Systems

School-wideSystems

School-wide PositiveBehavior Support

Systems

Match Need to Intervention

• Different staff will require different levels of Classroom Support

• Systems approach is required for successful implementation at ALL levels of support

Challenge: embedding

in a SW approach

v. focusing only on

individuals

• Classroom-wide positive expectations taught & encouraged

• Teaching classroom routines & cues taught & encouraged

• Ratio of 5 positive to 1 negative adult-student interaction

• Active supervision• Redirections for minor, infrequent behavior

errors• Frequent precorrections for chronic errors• Effective academic instruction & curriculum

Classroom Setting Evidence Based Practices

How can we implement systems that support staff to implement these practices consistently?

Classroom SystemsBuilding Capacity v. One Shot

Support• Build systems to support sustained

use of effective practices– SW leadership team– Regular data review– Regular individual & school action

planning– Regular support & review

• To begin school year & throughout school year

Extending SW-PBS in to the Classroom

Focus on the Classroom

• Teachers often fail to integrate SW-PBS practices sufficiently in to the classroom

• Potential reasons:– Need for direct training to generalization or

adapt school-wide practices to classroom settings OR

– That school-wide intervention does not specifically address the broader array of practices required in the classroom

Behavioral Expectations

Extending PBIS into the Classroom

Defining Behavioral Expectations & Classroom Routines

• Link classroom to school-wide expectations

• What are Classroom Routines?– How to:

• Enter the classroom• Sharpen pencil• Turn in homework• Get a pass• Ask for help• Participating in Class - Raise hand & wait to be called on

• Completing a Classroom Matrix w/ Routines– See pp. 1-2 in packet

Teaching Behavioral Expectations & Routines

• Extending SW-PBS logic into the classroom when Explicitly teaching expected behavior in setting w/ student practice– See Sample Lesson Plan (pp. 3-4 in

packet)

• Link classroom to school-wide Schedule for Teaching of Expectations & Routines

Teaching Behaviors & Routines– Tell/model/explain– Guide practice– Monitor & assess– Give positive feedback

• Give corrective feedback – initial focus on prompting expected behavior

– Prompt/Precorrect for Expected Behavior

– Frequent Teaching & Review until class is fluent

Scheduling Lessons

• Similar to scheduling times to conduct SW PBS Lessons

• Can schedule times to conduct Classroom lessons & routines– In beginning of the year– Booster sessions throughout the year– Reteaching areas of concern

• Maybe arriving to class, raising hand & waiting to be called on, etc.

Time for Teachers to Complete

IDEALLY…• Identify and set aside times for teachers to

work on this task• Teachers may want to work on this in

grade level teams to share ideas• Have teachers turn in completed

Classroom planning worksheets to PBS team to share with other teachers

Team Discussion

• Reflect on a School-wide Model for Classroom Support

• What ideas/questions/suggestions do you have about how to implement supports in an effective and feasible way

Classroom Systems

Focus: School-wide Support

Classroom Practices Self Assessment

• Have staff complete the Classroom Practices Self Assessment– Classroom self assessments (p.5, 8-10– Also available on-line

• Plan to complete 2-3 times per year– Fall/ Winter/ Spring

• Team collects data to:– Strategically guide decision making re: Prof’l Dev’t

• Identify staff development topics/ areas of common need– Monitor progress

Classroom Practices Self-Assessment

When Giving the Survey• Make sure staff understand this is NOT an

evaluative tool

• Encourage honest evaluation of individual practices– Anonymous responses are likely to increase accuracy of

responses

• Recommended to preview each of the items on the survey so staff have a clear understanding of what the item is asking staff to evaluate

• Explain how the data will be used to target specific needs for staff development with the School-wide Goal of improving classroom practices

Data Summaries

• Graphs & Summary

• How to read the data

Example ElementaryWinter 2012-13 Rankings

% Not or Partial In Place

% High/Med Priority

Total Rank

5:1 ratio 68 79 147

PreCorrect 79 95 174 1

Instr’l Time 63 84 147

OTR 79 84 163 2

Correct Resp 74 89 163 3

T: Group Work 74 84 158

School-wide Total % In Place = 54%Partial = 42%Not In Place = 4%Not Applicable = 1%

Targeted Classroom Practices

• PreCorrection– Chronic problem behaviors are anticipated and

precorrected.

• 5:1 Ratio– I acknowledge student positive behavior at

least 5 times more often than I acknowledge student problem behavior.

Team Discussion

• Discuss your current classroom systems

• How will classroom self-assessments help with your classroom systems?

• Which classroom self-assessments will your team use?

• Discuss a plan for your teachers to complete a classroom self-assessment