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1 Expanding PBIS into Classrooms: The Fundamentals University of South Florida 11 th Annual This product was developed by Florida s Positive Support Project through the University of South Florida, Louis de la Parte Florida Mental Health Institute funded by the State of Florida, Department of Education, Bureau of Exceptional Education and Student Services, through federal assistance under the Individuals with Disabilities Education Act (IDEA), Part B. What We Already Know Anyone is eligible to engage in problem behavior Inappropriate behaviors can be changed Effective environments can be created to change behavior Changing environments requires changing adult behavior Adult behavior must change in a consistent and systematic manner Support systems are essential for both students and adults Multi-Tiered System of Supports (MTSS) ACADEMIC and BEHAVIOR SYSTEMS Tier 3: Intensive, Individualized Interventions & Supports The most intense (increased time, narrowed focus, reduced group size) instruction and intervention based upon individual student need provided in addition to and aligned with Tier 1 & 2 academic and behavior instruction and supports. Tier 2: Supplemental Interventions & Supports More targeted instruction/intervention and supplemental support in addition to and aligned with the core academic and behavior curriculum. Tier 1: Core, Universal Instruction & Supports General academic and behavior instruction and support provided to all students in all settings. (FL RtI State Transformation Team, Dec. 2009) In Other Words We organize our resources Multi-Tier model So kids get help early Actions based on outcomes (data!), not procedures We do stuff that s likely to work Evidence-Based interventions And make sure they re successful Progress monitoring Problem-Solving process Increasing levels of intensity Classroom PBIS Emphasizes Using data to make decisions Implementing preventative strategies Teaching & recognizing appropriate behavior Implementing responding strategies Using effective classroom practices Monitoring & evaluating progress University of South Florida 1

2 Outcomes of Successful Classroom PBIS Significant reduction in problem behavior Students are more engaged Students complete assignments/tasks Students follow classroom expectations & routines Teacher comments are positive Small number of students need additional behavior support Top 5 Classroom Practices 1. Maximize structure in your classroom. 2. Post, teach, review, monitor, and reinforce a small number of positively stated expectations. 3. Actively engage students in observable ways. 4. Establish a continuum of strategies to acknowledge appropriate behavior. 5. Establish a continuum of strategies to respond to inappropriate behavior. (Simonsen, Fairbanks, Briesch, Myers, & Sugai, 2008) Benchmarks of Quality: Classroom Items (Kincaid, Childs & George, 2005; 2010) 42. Classroom rules are defined for each of the school-wide expectations and are posted in classrooms 43. Classroom routines and procedures are explicitly identified for activities (e.g. entering class, asking questions, sharpening pencil, using restroom, dismissal) 44. Expected behavior routines in classrooms are taught 45. Classroom teachers use immediate and specific behavior praise 46. Acknowledgement of students demonstrating adherence to classroom rules and routines occurs more frequently than acknowledgement of inappropriate behaviors 47. Procedures exist for tracking classroom behavior problems 48. Classrooms have a range of consequences/interventions for problem behavior that are documented and consistently delivered Setting up your System Establish a classroom PBIIS system that is congruent with your existing SWPBS (Tier 1) system Faculty need to understand how the two are aligned and interrelated Work to tie the two systems together! Refer to Classroom Resources of FLPBS Project website Students need to understand that this is an extension of the SWPBIS system PBIS Classroom Coaching Guide Purpose: 1. Assist teachers and/or PBIS coaching facilitators in developing and maintaining effective classroom systems 2. Facilitate a collaborative teaming process between teachers and coaching facilitators 3. Support the implementation of classroom PBIS with fidelity 4. Use data-driven problem solving to identify and analyze classroom systems and evaluate outcomes 5. Provide evidence-based interventions for effective classroom management Applying the Problem-Solving Process to the Classroom This product was developed by Florida s Positive Support Project through the University of South Florida, Louis de la Parte Florida Mental Health Institute funded by the State of Florida, Department of Education, Bureau of Exceptional Education and Student Services, through federal assistance under the Individuals with Disabilities Education Act (IDEA), Part B. 12 University of South Florida 2

3 Problem-Solving Process Step 1: Problem Identification What is the problem? Step 4: Response to Intervention Step 2: Problem Analysis Is it working? Why is it occurring? Step 3: Intervention Design What are we going to do about it? Remember: Same steps, but applied to the classroom 13 Step 1: Problem Identification Guiding Questions 1. What problem behaviors are occurring most often? 2. When are the problems occurring? 3. Where are they occurring? 4. Who is involved? Monthly Review of Tier 1 Office Referral Data 1. Average Referrals per day per month 2. Problem behavior 3. Time of Day 4. Location 5. Staff or Students 6. Administrative Decision (Consequence) 14 Determine Who Needs Supports 1. Use multiple sources of data a. Teachers generating a large number of referrals b. Classrooms requesting administrative assistance frequently c. Teacher requests 2. Alignment with severity of problem behaviors Mr. Frost Case Study Mr. Frost approached Ms. Kinney, requesting support for his classroom. Mr. Frost 1. 9 th grade English teacher 2. Currently in his 7 th year of teaching 3. Teaches 5 class periods daily 4. Daily schedule 1 st Period (8:00-8:50) Regular Ed 2 nd Period (8:55-9:45) Regular Ed 3 rd Period (9:50-10:40) Planning 4 th Period (10:45-11:35) Regular Ed 5 th Period (11:40-12:50) Planning and Lunch 6 th Period (1:00-1:50) Honors 7 th Period (1:55-2:45) Honors 17 Classroom Problem-Solving Checklist PBS%20Problem%20Solving%20Checklist%20Blank.docx 18 University of South Florida 3

4 Guiding Questions for Mr. Frost Custom Queries: Additional Data 1. What problem behaviors are occurring most often in Mr. Frost s classroom? 2. When are most of the problems occurring? (Time of Day / Context) 3. Why are most of the problem behaviors occurring? (Motivation/function of behavior) 4. Which students are most often engaged in the problem behaviors? 5. What expectation(s) are not being met? 6. What consequences have been given as a result of the problem behaviors? (Administrative Decision) 19 Tardy = 11 Disruption = 5 Disrespect = 4 20 Large Group = 21 1 st period (8:15-8:45) 4 th period (10:45-11:45) 6 th period (1:00-2:15) Avoid/Escape Activity = 18 Gain Peer Attention = University of South Florida 4

5 Apology = 15 Re-teach Expectation = Problem Identification: Mr. Frost Mr. Frost - Problem Identification 1. Top Problem s and Students (20) a. Tardy (11); Minor Disruption (5); Minor Disrespect (4) b. 7 students have received all the referrals 2. Most Problematic Time and Context a. 1 st period (8:15-8:45); 4 th period (10:45-11:45); 6 th period (1:00-2:15) b. Large group instruction 3. Why are the behaviors occurring? (motivation/function) a. Avoid activity/task 4. Expectation not met Be Responsible 5. Most frequent administrative decision a. Apology b. Reteach expectations 27 Precise Problem ID Statement Seven students in Mr. Frost s 9 th grade English class, specifically first, fourth and sixth periods, have received a total of 25 referrals. The most problematic behaviors are tardies (11), minor disruptions (5), and minor incidents of disrespect (4). These behaviors occur most often during large group instruction (21) and appear to be motivated by a desire to escape an activity or task (18). 28 Mr. Frost - Goal Statement Problem-Solving Process At least 95% of the students in Mr. Frosts class will arrive on time. During large group instruction 95% of the student will engage in on-task behaviors with 90% completion of in-class assignments. How will you identify the goal? SMART (Specific, Measurable, Alterable, Realistic, Time-bound) Teacher preference How will you collect data to monitor progress on goals? 29 Step 4: Response to Intervention Is it working? Step 1: Problem Identification What is the problem? Step 3: Intervention Design What are we going to do about it? Step 2: Problem Analysis Why is it occurring? Same steps, but applied to the classroom 30 University of South Florida 5

6 Step 2: Why is the problem occurring? What barriers may be preventing students from engaging in appropriate behaviors? Problem Analysis: Gathering Information Environmental Instructional and Curricular Classroom System Student How will we gather additional data/information to answer the guiding questions and determine the barriers to student success? 1. Review permanent records and documents 2. Interview teacher & students 3. Observe classroom practices and student behavior 4. Survey teacher & students Classroom Assistance Tool (CAT) Classroom Assistance Tool (CAT) Environmental Factors Curriculum & Instruction Classroom System Step 2: Why is the problem occurring? What barriers may be preventing students from engaging in appropriate behaviors? Domain 1: Environmental Factors Environmental Barriers Guiding Questions 1. Is the classroom setting organized to promote learning and independence? 2. Does the arrangement of classroom furniture, materials, and student personal belongings reduce distractions and minimize potential problems? 3. Is the daily schedule reviewed such that transitions and distractions are minimized but allow for differentiated instructional activities? 4. Does the teacher ensure positive relationships with students and families as well as between students? 35 A. Physical Setting 1. Traffic flow 2. Organization of materials B. Scheduling 1. Minimizing transitions Curriculum & Instruction Environmental Factors Classroom System 2. Scheduling small group and individual support C. Socialization 1. Positive relationships (student-student, teacherstudent, family-school) CAT: Review Environmental Factor Items 36 University of South Florida 6

7 Domain 1: Environmental Factors Physical Setting What important qualities can the physical arrangement of your classroom convey to students? The physical arrangement of the classroom will not take the place of competent teaching, but setting the occasion for success increases the chance of success! Organization Safety Welcoming Comfortable Cheerful Domain 1: Environmental Factors Scheduling Minimize transitions and maximize the structure of transitions Create, teach, and utilize consistent transition signals Integrate prompts into the environment Teach transition procedures like academic skills Schedule small group & individual support Create a consistent schedule for support Teach students key expectations and procedures for transition to/from supports and during intervention Evertson & Emmer, 2013; Simonsen, Fairbanks, Briesch, Myers, & Sugai, Evertson & Emmer, Domain 1: Environmental Factors Socialization Domain 1: Environmental Factors Teacher-Family Socialization Teach social skills and consider what skills are prerequisites for success during classroom activities Across different types of instruction what skills do students need to be successful? Example: Partner Work Listening Taking Turns Following Directions Problem Solving Disagreements Consider ways you can involve families across 6 domains 1. Parenting 2. Communicating 3. Volunteering 4. Learning at Home 5. Decision Making 6. Collaborating with Community Evertson & Emmer, 2013; Knoster, 2014; Newcomer, 2006; Simonsen, Fairbanks, Briesch, Myers, & Sugai, Epstein, 1995; MacSuga-Gage, Simonsen, & Briere, Domain 1: Environmental Factors Teacher-Student Socialization Build positive relationships via the application of PBS principles to communication 1. Maximize the structure of/for communication 2. Offer both positive and corrective behavior-specific communication around both academic and social performance 3. Create opportunities for reinforcing interactions 4. Integrate culturally responsive practices Evertson & Emmer, 2013; Knoster, 2014; Muscott, Szczesiul, Berk, Staub, Hoover, & Perry- Chisholm, 2008; MacSuga-Gage, Simonsen, & Briere, Domain 1: Environmental Factors Student-Student Socialization 1. The development of individual responsibility and independence is emphasized for all students. 2. Skills are taught in the setting and situation in which they naturally occur. 3. Friendships between students are promoted. 4. Effective, efficient communication strategies are taught to all students. 5. Students with disabilities provided opportunities to interact/socialize with typical peers. 42 University of South Florida 7

8 Step 2: Why is the problem occurring? What barriers may be preventing students from engaging in appropriate behaviors? Classroom System Barriers Guiding Questions 1. Have classroom rules and procedures/routines been developed and posted? 2. Have classroom rules and procedures/routines been taught? 3. Have students had the opportunity to practice the expected behaviors, rules and routines? 4. Have students earned recognition for engaging in the expected behaviors and following rules and routines? 5. Are rewards provided consistently to all students and in a timely manner? 6. Are effective consequences in place for decreasing inappropriate behavior? 7. Do students know the consequences and are they 43 applied consistently? Domain 2: Classroom System Define & Teach 1. Develop, teach, prompt 2. Reinforce Reward System 1. specific praise 2. Group contingencies 3. contracts 4. Token economies Consequence System 1. Brief specific and contingent error corrections 2. Differential reinforcement 3. Response cost 4. Time-out from reinforcement Curriculum & Instruction Environmental Factors Classroom System CAT: Review Classroom System Items 44 Domain 2: Classroom System Domain 2: Classroom System Define & Teach Antecedent Strategies Environmental approaches that increase structure & predictability in the classroom Strategies Comprehensive social skills instruction focused on classroom expectations Response Strategies Establish continuums to reinforce appropriate behavior and respond to inappropriate behavior Each classroom should have 3-5 positively stated expectations and rules 1. Classroom rules align with school-wide expectations 2. Procedures across common activities are developed and taught (e.g., transitions, small group work) 3. Expectations, rules, and procedures are taught, prompted, and reinforced 45 Evertson & Emmer, 2013; Knoster, 2014; Newcomer, 2006; Simonsen, Fairbanks, Briesch, Myers, & Sugai, Domain 2: Classroom System Define & Teach Expectations and rules are explicitly taught and practiced (just like academics) 1. Model (i.e., demonstrate) 2. Lead (i.e., assisted practice) 3. Test/Assess Domain 2: Classroom System Reward System Create a continuum of options for reinforcement that can be used as needed Specific & Contingent Praise Group Contingencies Contracts Token Economies Acquisition Fluency Maintenance Generalization Less Intensive Implementation Level More intensive Darch & Kame enui, 2004; Evertson & Emmer, 2013; Knoster, 2014; Newcomer, 2006; Simonsen, Fairbanks, Briesch, Myers, & Sugai, Evertson & Emmer, 2013; Knoster, 2014; Newcomer, 2006; Simonsen, Fairbanks, Briesch, Myers, & Sugai, University of South Florida 8

9 Domain 2: Classroom System Consequence System Just like reinforcement, consequence systems should follow a continuum and be used as needed Brief, Specific Error Corrections Less Intensive Differential Reinforcement Planned Ignoring Implementation Level Evertson & Emmer, 2013; Knoster, 2014; Newcomer, 2006; Simonsen, Fairbanks, Briesch, Myers, & Sugai, 2008 Time Out from Reinforcement More intensive 49 Step 2: Why is the problem occurring? What barriers may be preventing students from engaging in appropriate behaviors? Curriculum and Instruction Barriers Guiding Questions 1. Are effective instructional strategies being implemented in the classroom? (i.e., high rates of opportunities to respond, specific feedback and praise, checking for understanding) 2. Are content, materials pace, and activities/tasks matched to students instructional level? 3. Are there a variety of instructional strategies used to ensure meaningfulness, choice, relevance, active engagement, differentiated modifications and adaptations as appropriate? 50 Domain 3: Curriculum & Instruction Instructional Planning and Delivery 1. Active engagement via meaningful opportunities to respond 2. Varying the use of instructional strategies to impact variety, level, and pacing 3. Providing specific and contingent feedback (both positive and corrective) Curriculum & Instruction CAT: Review Curriculum and Instruction Items Environmental Factors Classroom System 51 Domain 3: Curriculum & Instruction Instructional Planning and Delivery Prioritize learning objectives and select what to teach: 1. Focus on big ideas Identify, define, and task analyze strategies that experts use to understand and apply similar concepts and skills 2. Use time efficiently Sequencing information Organizing activities into strands Minimizing down time between activities MacSuga-Gage, Simonsen, Briere, 2012 based on the work of Becker, 2001; Carnine, Domain 3: Curriculum & Instruction Active Engagement Domain 3: Curriculum & Instruction Active Engagement Frequent and varied opportunities to respond for ALL students Key Components of Active Engagement Link engagement with objectives Range of evidencebased practices associated with active involvement of students Actively Engaging ALL Students Increase the number of teacherdirected opportunities to respond presented to all students Choral Response (verbal and gestural, white boards/response cards, student response system, etc.) Incorporate peer-directed opportunities to respond (Class-wide Peer Tutoring, Cooperative Learning Groups) Computer Assisted Instruction (CAI) Conroy, Sutherland, Snyder, & Marsh, 2008; Evertson & Emmer, 2013; Haydon, MacSuga-Gage, Simonsen, & Hawkins, 2013; Simonsen, Fairbanks, Briesch, Myers, & Sugai, Conroy, Sutherland, Snyder, & Marsh, 2008; Haydon, MacSuga-Gage, Simonsen, & Hawkins, 2013; Simonsen, Fairbanks, Briesch, Myers, & Sugai, University of South Florida 9

10 Domain 3: Curriculum & Instruction Vary Instruction Consider Task Dimensions 1. History 2. Response Format 3. Modality 4. Complexity 5. Schedule 6. Variation Domain 3: Curriculum & Instruction Specific, Contingent Feedback Feedback must be 1. Contingent - Occurs immediately following desired behavior 2. Specific - Tell learner exactly what s/he is doing correctly or incorrectly and what to do in the future Darch & Kame enui, Conroy, Sutherland, Snyder, & Marsh, 2008; Evertson & Emmer, 2013; Simonsen, Fairbanks, Briesch, Myers, & Sugai, Step 2: Why is the problem occurring? What barriers may be preventing students from engaging in appropriate behaviors? Always Remember Function! Guiding Questions Student Characteristics 1. Are student characteristics, including function of misbehavior, being considered? 2. Is instruction for academics and behavior differentiated based on student need, including skill level, function of misbehavior, etc. Golden Rule #1 Student behavior is functionally linked to the classroom teaching environment. (Knoster, 2014) Golden Rule #2 An intervention that matches the function of a student s, or a group of students, behavior is more likely to be successful Consider Additional Relevant Factors Step 2: Why is the problem occurring? What barriers may be preventing students from engaging in appropriate behaviors? Student Characteristics (e.g., culture, race, gender) English Language Learner (ELL) status Tier 2 or Tier 3 Interventions Environmental Classroom Systems Academics Enrichment Special Education/Special Services Status IEPs EPs Accommodations/Modifications 504 plans 59 Instructional and Curricular Student 60 University of South Florida 10

11 Step 2: Why is the Problem Occurring? Mr. Frost s Classroom Assistance Tool (CAT) Developing Hypotheses Students are engaging in (problem behavior) because 1. Environmental Factors 2. Classroom Systems 3. Curriculum and Instruction 4. Student Characteristics Mr. Frost Environmental Guiding Questions What foundational environmental practices may be missing? 1. Is the classroom setting organized to promote learning and independence? Yes, students could maneuver through aisles to get materials & take care of personal needs without difficulty 2. Does the arrangement of classroom furniture, materials, and student personal belongings reduce distractions and minimize potential problems? Yes, student desks were situated to facilitate group interactions, views of teacher, and white board demonstrations 3. Is the daily schedule reviewed such that transitions and distractions are minimized but allow for differentiated instructional activities? Daily schedule was not posted or reviewed at the beginning of class 4. Does the teacher ensure positive relationships with students and families as well as between students? Yes, Mr. Frost discussed the importance of positive peer relationships but provided no opportunities for students to work together. He discussed the importance of communicating with families, but there was little evidence to support this. 63 Mr. Frost Instructional & Curricular Guiding Questions What foundational instructional and curricular practices may be missing? 1. How much time is spent in large group instruction? (Context) 20 min lecture; 20 min round-robin read aloud; 20 min worksheet completion 2. What are students expected to do during large group instruction? (Context) Students are expected to listen to the lecture and follow along in the text during round-robin reading. 3. What content is being covered during the most problematic time periods? Most disruptions occurred during the first 30 min. of class (large group instruction) which was focused on reading via lecture. 4. What instructional strategies are being implementing by Mr. Frost? Large group instruction - lecture 64 Mr. Frost Classroom System Guiding Questions What foundational classroom behavior system elements may be missing? 1. Have classroom rules and procedures/routines been developed and posted? 5 positively stated rules in the classroom 2. Have the expectations, classroom rules and routines been taught and have students had the opportunity to practice them? Rules were referred to 3 times during the observation period Rules are reviewed beginning each 9 weeks & at mid-progress report time When he remembers, Mr. Frost talks about characters in books that display the expectations. He did mention once, while students were reading, how one character was respectful. When asked, 90% of the students in 1st period could state the classroom rules and 75% could state the school-wide expectations 65 Mr. Frost Classroom System Guiding Questions What foundational classroom behavior system elements may be missing? 3. Have students earned recognition for engaging in expected behaviors and following rules and routines? Are rewards provided consistently to all students, in a timely manner? Mr. Frost is very positive with the students & gave praise during class Sometimes praise was specific; other times it was generic (i.e., good job). Mr. Frost stated he gives out the required 5 Rams Bucks a day. When Mr. Frost s high flyers were questioned, 5/7 had received a Rams Buck this 9 weeks 4. Are effective consequences in place for decreasing inappropriate behavior? Do students know them and are they applied consistently? Mr. Frost calmly redirected students and retaught expectations and rules during instances of misbehavior. Following the observation he shared his hierarchy of consequences for inappropriate behaviors. 66 University of South Florida 11

12 Mr. Frost Student Characteristics Guiding Questions What strategies to address individual student needs may be missing? 1. What are student characteristics, including function of misbehavior, are contributing to concerns? Most students in 1 st period are level 1 & 2 on the FSA 3 students have been identified with disabilities; 3 students are ELL 3 repeat offenders are in 1 st period (8:00-8:50) 2 of the 3 repeat offenders have a disability or are ELL. All 3 scored a level 1 on FSA reading. 2. What specific activities/tasks are students trying to avoid? (Motivation) 2 students had their head down during large group instruction. 5 students had their heads down during time allocated to complete worksheets. 70% of the students in 1 st period turned in a worksheet, but 2 were incomplete. 67 Step 2: Why is the Problem Occurring? Mr. Frost: Developing Hypotheses Students are tardy to class and engage in disruptive and disrespectful behaviors because 1. Environment - Mr. Frost does not post or review his daily schedule 2. Classroom System - He reviews the expectations and rules each 9 weeks which may not be frequent enough 3. Curriculum and Instruction Mr. Frost does not use a variety of teaching methods or develop meaningful or relevant tasks or assignments for students 4. Student Characteristics - Students have individual needs that are not being met and function of misbehavior not considered. 68 Step 2: Why is the Problem Occurring? Mr. Frost: Developing Prediction Statements Prediction Statement (Hint - Review Goal Statement) If (insert strategy to address hypothesis), then (student replacement behavior) Mr. Frost Prediction Statement If Mr. Frost uses a variety of teaching methods that are meaningful and relevant to students, then students will arrive on time and during large group instruction 95% of students will engage in on-task behaviors with 90% completion of in-class assignments Double check that the hypothesis and prediction statements are: 1. Based on multi-source/multi-informant data - Yes (Teacher interview/self-report and coach observation) 2. Alterable - Yes 3. Measurable - Yes 4. Observable -Yes 69 Step 2: Why is the Problem Occurring? Mr. Frost: Putting it all together Hypothesis: Students are tardy to class and engage in disruptive and disrespectful behaviors because: 1. Environment The daily schedule is not posted 2. Classroom System - Expectations and rules are only reviewed every 9 weeks which may not be frequent enough 3. Curriculum and Instruction: A variety of teaching methods are not used or meaningful/relevant tasks & assignments are developed 4. Student characteristics: Students have individual needs that are not being met and function of misbehavior is not considered. Prediction Statement If Mr. Frost uses a variety of teaching methods that are meaningful and relevant to students then, students will arrive on time and during large group instruction 95% of students will engage in on-task behaviors with 90% completion of in-class assignments Double check hypothesis and prediction statements: 1. Based on multi-source/multi-informant data: Yes (teacher interview/self-report & observation) 2. Alterable - Yes 3. Measurable - Yes Observable - Yes Problem-Solving Process Step 4: Response to Intervention Is it working? Step 1: Problem Identification What is the problem? Step 3: Intervention Design What are we going to do about it? Step 2: Problem Analysis Why is it occurring? 71 Step 3: Intervention Design & Implementation Guiding Questions 1. Based on steps 1 and 2, what preventative, instructional and response strategies/interventions should be implemented to decrease problem behaviors and increase appropriate behaviors? 2. What supports and resources are needed to implement the strategies/interventions (e.g., onsite coaching and modeling, materials, etc.)? 3. Who, when and how often will interventions be implemented? Who, when and how often will coaching supports and resources be provided? 4. What data will be collected to determine fidelity of implementation and monitor progress of implementation? 72 University of South Florida 12

13 Step 3: Intervention Design & Implementation Based on Step 2 - Prioritize: 1. Areas of need 2. Next steps Prioritize the domain that has a domino effect on other domains Consider teacher preferences, skills, knowledge for moving forward Address all domains through plans that include preventative, instructional, and effective response strategies 73 ABCs to Understand Interventions How will you prevent? Antecedents Events in environment that occur before What will you teach? Observable How will you respond? Consequence Events in environment immediately after 74 Antecedent-based Prevention Strategies How will you prevent? Antecedents Events in environment that occur before 1. Develop positive relationships with students 2. Continuous teaching & rewarding 3. Active Supervision 4. Modify the environment and/or instruction a. Traffic flow, tempting materials, line of sight, organization, visual boundaries b. Change schedule c. Interesting & engaging instruction (adapt curriculum, special assignment, tutoring, computer/ internet work, role play) 5. Provide prompts/pre-correction 6. Provide Choices 75 Teaching Appropriate What will you teach? Observable 1. School-wide expectations 2. Classroom rules aligned with expectations 3. Classroom procedures/routines 4. Social skills 5. Effective instructional strategies 76 Response Strategies for Problem How will you respond? Consequence Events in environment immediately after 1. Redirection 2. Re-teach & practice expectations/rules 3. Apology/Restitution 4. Reflective problem-solving activities/minicourses 5. Conference with student 6. Phone/conference & problem-solve with parent 7. Seat change 8. Restorative Practices - Circles 9. Timeout from positive reinforcement (failure to earn a privilege or reward) 10. Lose class privilege 11. Work detail 77 How will you respond? Consequence Events in environment immediately after Response Strategies for Appropriate 1. Praise Genuine, specific Developmentally appropriate Public or private 2. Attention Peers Teacher/Preferred adult 3. Privileges Preferred seating Activity Free time 4. Escape Assignment/item pass 1-min. out early 5. Sensory Music Seating Fidgets 78 University of South Florida 13

14 Classroom Example of Strategies aligned to the ABCs Teacher presents student with grade level academic task Classroom Example of Strategies aligned to the ABCs 1. Teacher presents student with grade level academic task Antecedent -> Informs Prevention Student s academic skills do not improve Student engages in problem behavior 5. Student s academic skills do not improve Informs response strategy 2. Student engages in problem behavior Informs instructional strategies Student escapes academic task Teacher removes academic task or removes student Student escapes academic task Informs response strategy 3. Teacher removes academic task or removes student Informs response strategies 80 Step 3: Considerations for Action Planning Guiding Questions 1. Who, when and how often will interventions be implemented? 2. Who, when and how often will coaching supports be implemented and resources provided? 3. What data will be collected to determine fidelity of implementation and monitor progress of implementation? 4. When will you reconvene to determine progress and next steps? Considerations 1. Collaborative process 2. Implementer preferences, needs, and comfort-level and supported hypothesis guide selection of interventions and supports 3. Task analyze steps and document activities with names and dates to ensure accountability and follow-through 81 Problem-Solving Process Step 4: Response to Intervention Is it working? Step 1: Problem Identification What is the problem? Step 3: Intervention Design What are we going to do about it? Step 2: Problem Analysis Why is it occurring? 82 Step 4: Response to Intervention Is it working? Guiding Questions Did students respond positively to the intervention? Review: ODR, OSS, ISS, Detentions Staff surveys, Other How will you sustain and/or fade strategies? Yes No Was the intervention implemented with fidelity? If not, what supports are needed to increase fidelity? If yes, what changes need to be 83 made to the intervention? What is the MTSS Classroom Coaching Guide? Resource for assisting teachers with implementing classroom PBIS with fidelity 1. Uses 4-step problem solving to identify and analyze classroom concerns 2. Data driven 3. Provides evidence-based strategies for effective classroom management 4. Monitor and evaluate student outcome and implementation data 5. Designed to be used as a collaborative process 84 University of South Florida 14

15 Classroom Coaching Guide Layout Six (6) Content Folders Introduction: Overview/Purpose, Objectives, PBS Principles MTSS 4-Step Problem Solving Process: Overview and case example Instruction: Overview, Strategies, Resources Curriculum: Overview, Strategies, Resources Environment: Overview, Strategies, Resources Tools (Blank Forms and Examples) Case Study Examples Focus on Management from a PBIS perspective Resources Ms. Jones - Elementary School Ms. Rodriguez - Middle School Mr. Frost - High School Resources Questions? 1. Evidence Based Intervention Network: 2. Intervention Central: 3. National Institute for Direct Instruction: 4. OSEP Technical Assistance Center on PBIS: 5. What Works Clearinghouse: 6. FLPBIS Project Website: 7. Classroom Resources Training Mini-Modules via Missouri PBS Online Supports: 8. Library of Classroom Management Videos (By Strategy and Grade Level) through the University of Louisville s Academic and al Response to Intervention Site: 9. The IRIS Center: Florida Online Resources University of South Florida 15

16 Graduate Certificate in Positive Support Contact Phone: (813) Fax: (813) State Website: FLPBS on FaceBook: FLPBS on Twitter: National Website: APBS: University of South Florida 16