Full Value Contract 10/30/2016. Schedule High Levels of Engagement. Data Collection and Decision Making. Classroom Structure

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1 Learning Objective Improving Structure and Predictability in the Classroom Bridget Walker, Ph.D. & Lisa Hoyt, Ph.D. November 2 & Participants will explore strategies for developing and fine tuning structure and predictability in their classrooms to support the success of students with challenging behaviors. 2 Elements of the PEER-EBD (Walker& Cheney, 2007) Program Foundations & Philosophy Statement of Mission & Philosophical Framework Clear Referral & Reintegration Process Ongoing Professional Development Meaningful Family Involvement Has Anyone Had One of These Classes? Classroom Structure Data Collection and Decision Making Schedule/High Level of Engagement Effective Behavior Management Consistent Rules and Routines Climate & Group Process Effective Instructional Style & Strategies Pro-Social Skills Instruction Group Meetings and Prosocial Skills Instruction Positive Responses to Feelings and Needs Effective Crisis Response Meaningful Overall Assessment (including transition) Useful and Active FBA & BIP Individualized Effective Therapeutic Supports Programming Wraparound Supports 3 Culturally Responsive Practice Data Collection and Decision Making Effective Behavior Management Classroom Structure Schedule High Levels of Engagement Consistent Rules and Routines 5 No grudges- Let it go Give and receive honest feedback No Discounting Safety First Full Value Contract We are a group with both individual and group goals (Project Adventure, 1988) 1

2 Experiential Activity The Human Juggle Debrief Effective management is like guardrails on a high level bridge Domain 2: Classroom Structure Specific Recommendations for Classroom Programs Efficient and consistent data collection to guide decisions Classroom schedules that promote academic & behavioral success Clear schedules to reduce unstructured times Clearer roles and routines for all staff Instruction more engaging to students Efficient and highly structured transitions Consistent behavioral expectations across classrooms/school 9 Lets talk about Respect! Activity #8 Take a moment and write down the definition of respect Respect is a highly subjective and relative concept (our culture, gender, age, socio-economic status etc. affect our understanding of what it is and what it looks like ) Difficult to infer or determine what someone else s understanding of respect is without clear discussion and explicit agreement Yet students are punished for being disrespectful in school more frequently than for any other behavior 10 Equity and Access in serving students with challenging behaviors Expectations Principles (Curwin & Mendler, 2008) It is human nature to assume that our unique individual and cultural behaviors, beliefs, and perspectives are universal human behaviors, beliefs, and perspectives- even when they are not (Sue & Sue, 2003). Therefore we have to explicitly and courageously discuss, co-develop and define that understanding in our communities, schools and classrooms. Expectations Broad social ideas and constructs Conceptual Subjective Cultural Frequently used as rules Examples: Kindness, Respect, Responsibility, Effort Principles Specific, observable behaviors Clearly defined Bring principles to life Examples: Wait your turn to speak, use appropriate language, complete your work then turn it in on time

3 Expectations (1) or Principles (2)? Effective Principles Characteristics Everyone s perspective matters Ask for help when needed Treat staff and students respectfully Raise your hand and wait your turn to speak Take risks and work hard Turn in work on time and complete Stay in your area and on your schedule Respect personal space Ignore distractions Behavior Specific Posted Clearly Modeled Frequently Practiced often Understood by All Revisited frequently throughout the day Stated Positively Briefly Objective Limited to 3-5 Drawn directly from school/program values/mission Clear when followed and when violated Getting Adults on the Same Page Providing consistent feedback to students Clear, consistent boundaries and limits support good choices Maximizes equity and access for all students Helps students internalize and master values and expectations Obtaining useful, accurate data on student behavior Involve Students Actively teach and discuss the expectations in a variety of contexts. Ask students what does this look like in our classroom? What do you want our classroom to be like? Develop a classroom agreement and refer to it often. Update it as needed Sample Classroom Agreement We treat one another respectfully: Use school appropriate language and voice tone Raise your hand and wait your turn to contribute/share Follow directions the first time given We believe in ourselves and take responsibility for our learning and behaviors: Ask for help and offer it to others appropriately Stay on schedule and ignore distractions Come to class prepared and turn in complete work on time Take a break when prompted; ask for a break appropriately when needed 17 Making it Real for Students: Constructing the Behavior Matrix The behavior matrix identifies specific student behavior to meet school-wide expectations across various school & classroom settings It establishes clear, specific expectations to guide all students and staff It provides teacher/counselors the language for giving behavioral feedback to students on school-wide expectations It uses positive statements Specific guidelines are posted in areas throughout schools 18 3

4 Renton Academy ROCKS We are Respectful We Show Ownership We Collaborate We are Kind We are Safe Students Playground Respectful Follow T/C directions Check it out Put it back as it was found Transition on time Staff Give time warnings Give reminders and cues in positive language Ownership Own your mistakes Ignore negative behavior Lead by example Model positive play Lead by example Make amends 21 Share Space and Equipment Include everyone Collaborate Encourage peers Let T/Cs know when things are hard Kind Give put-ups Invite others to join Safe Safe language Keep hands, feet and objects to yourself Gentle tags Play in T/C approved areas Let T/Cs know if you are angry Join students in games Facilitate games and positive interaction Model making mistakes and being a good sport Give 4 to 1 ratio of positives to correctives Invite others to join Remind students of rules and expectations Support Frequently scan playground for all students 22 Teaching Behavioral Expectations: An Ongoing Process Your Turn Activity #9 Identify Expectations Use information to make changes/reteach Monitor Teach Expectations Model and Practice Appropriate Behavior Acknowledge and Correct 23 Review the expectations in your classroom, program, school Make sure they are clear, observable and specific How can they be made clear and objective for the students? Draft a classroom agreement or behavior matrix to help make these clear and specific to students and staff What is your plan for ongoing teaching, practice and reinforcement of these expectations? 24 4

5 Effective Structure Schedule Thoughtfully Using Grandma s Rule Classroom Schedule Premack Principle Readable & near clock Length of intervals appropriate Followed consistently Used as a management tool Breaks & Choice Time Structured choice Sufficient amount Contingency based Well Supervised When you eat your vegetables, you can have ice cream Schedule Thoughtfully The Premack Principle Plan for a variety of formats (seatwork, group work, quiet and individual work etc). Use Grandma s Rule (Premack Principle) - follow less desirable tasks/activities with more desirable ones. Example: Math instruction and seatwork followed by math game/activity options A long block of interactive literacy work leads up to independent quiet reading time Working effectively in a science lab followed by a few minutes of social time Provide options for movement, change of venue or activity etc. periodically. 27 People are more likely to do something they do not like (Low Probability Behavior) if they know they have an opportunity to follow it with something they do like (High Probability Behavior) 28 The Premack Schedule (Premack, 1965) Sample Daily Schedule (Elem) 8:45-9:00 Arrival and Morning Bell Work 9:00-9:15 Morning Meeting A good daily schedule is the heart of classroom structure. The schedule establishes the events of the day and helps motivate the students through difficult tasks. Using the Premack Principle, the day is divided into manageable units of time, so that something considered difficult is followed by something that is generally considered less difficult. 29 9:15-10:00 Reading/Literacy Groups 10:00-10:15 Recess 10:15-10:20 Recess Debrief 10:20-11:05 Social Skills 11:05-11:15 Earned Choice Time/Study Hall 11:15-12:00 Groups 12:00-12:20 Lunch 12:20-12:30 Read Aloud 12:35-1:10 Science/Social Studies 1:10-1:55 Specials (PE/Library/Art) 1:55-2:10 Earned Choice Time/Study Hall 2:10-2:40 Writing/Interventions 2:40-2:50 Goal Group and Review 2:50-3:05 Dismissal 30 5

6 Sample Class Schedule (Secondary) Maintain the Daily Schedule 9:00-9:10 Arrival and independent warm-up activity (attendance) 9:10-9:30 Content/Whole Group Instruction 9:30-9:50 Small Group Work/Activities 9:50-10:00 Wrap Up Activity/Exit Tickets The classroom team follows the schedule very closely and uses it to cue students to complete tasks. Maintaining the daily schedule eliminates any confusion about the planned events of the day and relieves teachers of making arbitrary decisions. Provides structure and consistency for students and staff Key Features of Successful Breaks & Earned Choice Times Well structured and supervised- staff are interacting with students in activities Provides a menu of options for a variety of interests (noncompetitive but interactive): Examples: Computer time, board games, art activities, reading, listening to music Creates opportunities to practice social skills with peers Earned by meeting expectations in the previous time frame/activity (contingency based) When not earned students focus on catching up on classwork, completing a problem solving worksheet etc. Students can earn the NEXT break opportunity in part by handling this consequence well 33 Activity #10 Schedule Review! Collaborate with your team or table to review your daily and class schedule How can you fine tune it to use the Premack Principle and contingency based choice/breaks to add power to your day? How can you use the schedule to organize staffing in a way that promotes predictability and stability for students? Be prepared to share what you develop 34 Consistently practiced Some Key Classroom Routines and Procedures Series of Steps Taught Explicitly Teaches new behaviors Turning in Work Point of Order Arrival/Dismissal Routines Creates order Adds predictability Taking a Break Distributing Materials Work Done Early Practiced and reinforced Asking for Help Managing Feedback Sheets

7 Routine/Procedures Defining & Teaching Procedures Are Critical Because routines eliminate uncertainty and help focus attention on more challenging activities... Add them to places in your day where students have difficulty meeting expectations and display difficult behavior. Teach the behavior you WANT while reducing those you don t. Classroom Procedures Arrivals Homework Point of Order Transition Between Activities In seat before bell rings Name, Date, Page # in Teacher cues give me 5 Teacher will give a 5 heading minute warning Conversations end when Conversation or activity bell rings Neatly written stops Wrap up activity/finish clean up Get out Place in In Box upon Attention given to teacher materials/homework arrival in classroom Keep an eye on the time Active listening Be ready for teacher On time directions Respond to requests Dismissal In seat Materials put away Write down homework Wait for teacher cue ( see you next time ) Connected to specific places, activities, or needs Be sure to reinforce students for following them, especially independently. 37 Clear procedures are do statements that lead to permanent change and increased responsibility to students (Wong & Wong, 2009) 38 Example: When Work is Finished Example: Taking a Break When Prompted Make sure all assignments are done well and turned in Choose a quiet choice to do at your desk: Catch up on other work Read an independent level book Choose from Quiet choices box/drawer Draw or color quietly Clean up quickly and quietly when asked 39 Used when a student is becoming frustrated, overwhelmed, or is unable to take part in the ongoing class activity. A designated area is established for this purpose away from the main flow of the classroom 1. Take a deep breath 2. Walk quietly and safely to the Break Space 3. Set the timer for 3 minutes or 5 minutes and use belly breaths to get calmer. 4. When the timer goes off wait patiently for an adult to check in with you. 5. Complete a problem solving sheet if need or requested 6. Do your best to get back on track. 40 Point of order Practice the routine Specific places for materials Transitions Clear expectations Time incorporated in the schedule Transitions Transitions are one of the most difficult times due to the lack of clear expectations and often less attention from adults. Smooth transitions help you stay on schedule, and can keep the tone of the group positive throughout the day. Reinforce when successful Advanced warnings

8 Transition Routine (Adults Role) Give Cue/Warning Announcement Initiate Transition on Schedule Use Signal to Bring Momentum to a Halt End Activity with Clear Instructions Monitor, Proximity to Support Success Praise, Compliment, Cue, and Encourage Students Begin Next Activity with Clear Expectations Class Transitions (Kids View) 3 minute warning = Wrap up/clean Up Attention Please = Stop, Still and Silent Listen for Directions Follow Directions Quickly & Quietly Quiet Minute Transition strategy (used after large transitions such as arrival, moving from class to class) that allows students to self-monitor and manage their readiness to learn (reset & adjust stress response also). Voice off Body still & comfortable Mind focusing (Be here right now) Belly/diaphragm breathing Your Turn Activity #11 What routines and procedures stand out to you as most important to address first with students as school starts? Define both staff and student steps What is your plan for teaching, practicing and reinforcing these routines and procedures? Classroom Structure Checklist ACTIVITY #12 Classroom Structure Checklist! Each classroom can be reviewed throughout the year using the School/Classroom Structure and Management Checklist ( Walker & Hoyt, 2014) 47 As a team or a table review the classroom structure checklist If a we were to visit your classroom with this form which practices would be consistently observed? Which are not in place? Make a plan to begin putting these practices into place! Where will you begin? What support do you need to implement these practices? 48 8

9 We will see you tomorrow morning at 9am to begin Day 2, Conflict Cycle Paradigm and Social Emotional Learning. Please feel free to contact us if we can support your work in any way! Lisa Hoyt: Bridget Walker: Note: All materials and content remain the property of the presenters, all rights reserved ( 2016, Walker & Hoyt). 49 9