Objectives A6: Creating Effective Classrooms Using the Heather Peshak George, Ph.D. hgeorge@usf.edu Kathy Christiansen, M.S. kchristiansen@fmhi.usf.edu Participants will 1. Review a process for coaching teachers in applying PBIS principles in the classroom using the Classroom Coaching Guide 2. Identify data to accurately analyze and monitor classroom systems 3. Recognize the need to apply the problem-solving process to develop and maintain effective classroom systems 4. Access evidence-based curriculum, instruction, and environmental strategies for effective classroom management University of South Florida 2014 National 1 2 Agenda 1. a. Purpose b. Intended users c. How to access and use the guide 2. Touring the a. 4-step problem-solving b. Examples and Templates c. Resources 3. Questions 3 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 4 Classroom Coaching Guide: Users Aligned with 1. Benchmarks of Quality (BoQ) Classroom Systems 2. Marzano and Danielson classroom management practices (Marzano, Marzano, Pickering, 2009; Danielson, 2007) a. Post and teach classroom expectations and rules b. Implement effective classroom procedures and routines c. Acknowledge appropriate behavior d. Establish and maintain positive classroom interactions and climate Intended Users: 1. Individual classroom teachers a. Evaluate their own classroom systems b. Resources with classroom management strategies c. On-going monitoring of classroom systems 2. Anyone coaching or providing collaborative classroom management support to teachers a. PBIS team/coaching facilitator b. Teacher-Mentor 5 6 e. Implement effective responses to inappropriate behavior c. Supervisor/Administrator d. Support staff (i.e., Guidance Counselor, School Psychologist, Behavior Support, etc.) University of South Florida 1
Classroom Coaching Guide: Layout A. Table of Contents and Acknowledgements B. Six (6) Content Folders (285 pages) File A in each section contains all the materials in that section 1. Introduction (5) 2. Overview (44) 3. Instruction (33) 4. Curriculum (105) 5. Environment (46) 6. Tools (52) C. Case Study Examples Coming Soon! 1. Ms. Jones - Elementary School 2. Ms. Rodriguez - Middle School 7 3. Mr. Frost - High School http://flpbs.fmhi.usf.edu/index.cfm Using the Guide 1. Folder 1, File A Introduction a. Overview, purpose, and objectives b. Checklist for Next Steps: School-wide Tier 1 or Classroom 2. Folder 2 - Overview a. File A MTSS Classroom Coaching Guide Using the Problem-Solving Process (44 pgs); Files C - G b. File B MTSS Classroom Coaching Guide Using the Problem-Solving Process (22 pgs) 3. 4- Step Problem-Solving a. Guiding questions b. Data collection, review and example graphs c. Summary of data reports and guiding questions 12 d. Action plan development and implementation e. Evaluation and next steps University of South Florida 2
4- Step Problem-Solving Step 4: Evaluation Is it working? Step 1: Problem Identification What is the problem? Step 3: Intervention Design and Implementation What are we going to do about it? Step 2: Problem Analysis Why is it occurring? Step 1: Problem Identification Guiding Questions: 1. What problem behaviors are occurring most often? 2. When are the problems occurring? 3. Where are the problems occurring? 4. Who is involved? Monthly Review of Tier 1 Office Referral Data 1. Average referrals/day/month 2. Problem behavior 3. Time of Day 4. Location 5. Staff or Students 6. Administrative Decision (Consequence) 14 Tools: Folder 6 File H 2012-13 2013-14 2012-13 2013-14 2013-14 17 18 University of South Florida 3
2012-13 2013-14 2012-13 2013-14 20 Example 2013-14 Ms. Peach 1. 6 th grade teacher 2. Currently in her fifth year of teaching 3. 22 students 4. Has previously requested assistance from the PBIS team to address disruptive behavior in her classroom 22 Ms. Peach Custom Queries Tools: Folder 6 File H Guiding Questions 1. What problem behaviors are occurring most often in the classroom? 2. Which students are most often engaged in the problem behaviors? 3. When are the problem behaviors occurring? (Context) 23 6. Context, motivation, expectation, Admin dec. University of South Florida 4
28 Classroom PBIS Problem Solving Data Collection and Guiding Questions Checklist Problem Identification: (Define behaviors in objective, observable, measureable terms) Approximately 63% of the students in Ms. Peach s sixth grade class engage in disruptive behavior described as getting out of their seats, leaving their assigned area, and/or holding off-topic conversations during small-group reading instruction (8:00-10:00 am). The most significant behaviors occur during transition at 9:00. Goal Statement: (Behavior students should demonstrate in place of problem behavior. Use observable and measurable terms) During small group reading instruction, at least 95% of the students in Ms. Peach s sixth grade class will engage in on task behaviors such as remaining in designated areas, reading assigned materials and/or writing appropriate responses to work activities. Any discussion with peers will be task related. During transition at 9:00, 95 % of the students will move to their next area quietly, having all appropriate materials with them. 4- Step Problem-Solving Step 4: Evaluation Is it working? Step 1: Problem Identification What is the problem? Step 3: Intervention Design and Implementation What are we going to do about it? Step 2: Problem Analysis Why is it occurring? University of South Florida 5
Problem Analysis Why Guiding Questions 1. Why are the disruptive behaviors occurring? (Motivation/Function) 2. What expectation(s) are not being met? 3. What consequences have been given as a result of the problem behaviors? (Administrative Decision) 4. What barriers may be preventing students from engaging in Tier 1 expectations? 5. Are effective classroom procedures & routines in place? 6. Are effective consequences in place for decreasing inappropriate behavior? 31 7. Are effective instructional strategies used in the classroom? Problem Analysis Step 2: Problem Analysis 1. Do we need additional data to answer those questions? 2. What additional information will inform the why of the behaviors occurring? 3. How will we gather additional information? Tools: Folder 6 File H 35 University of South Florida 6
Tools: Folder 6 (52 pages) Tools: Folder 6 File L 1. Teacher-managed/Minor referral forms 2. Classroom Assistance Tool (CAT) 3. Positive Behavior Support Classroom Management Self-Assessment Revised (7r) 4. RIOT x ICEL Table Review, Interview, Observe, Test x Instruction, Curriculum, Environment, Learner see session B10 today! 37 Classroom Assistance Tool RIOT x ICEL - Example CAT: Aligned with Marzano and Danielson: 1. Electronic format 2. Scored: In Place; Somewhat in Place, Not in Place 3. Ecological Factors a. Physical settings (5) b. Scheduling (4) c. Socialization (6) 4. Classroom Behavior Systems a. Define and teach behavior (5) b. Reward system (6) c. Consequence system (6) 5. Curriculum and Instruction (10) 6. Summary of Classroom Systems 7. Analysis and Action Plan 39 Classroom Behavior Data Summary Ms. Peach 1. Problem behaviors - Disruption and Transition 2. 14 students received a total of 45 referrals 3. Problematic time and context a. 8:00 10:00 am b. Small group instruction (Reading) 4. Motivation/function of behavior - Avoid activity/task 5. Expectation - Be Responsible 6. Most frequent administrative decision - ISS 41 Hypothesis Development Hypothesis for Ms. Peach s Classroom: When: During daily small group reading instruction (8:00-10:00), Behavior: Many students (63%) engage in disruptive behavior such as getting out of their seats, leaving their assigned area, and holding off-topic conversations with their friends. Function: As a result, the students are sent to the office with a referral and usually receive ISS. This allows the students to escape small group reading and 42 to socialize with their peers (attention) while waiting in the office. University of South Florida 7
4- Step Problem-Solving Step 4: Evaluation Is it working? Step 1: Problem Identification What is the problem? Step 3: Intervention Design and Implementation What are we going to do about it? Step 2: Problem Analysis Why is it occurring? Step 3: Intervention Design & Implementation Guiding Questions: 1. What strategies will be implemented to decrease problem behaviors? (Prevention, Teaching, Reinforcers, Consequences) 2. What supports and resources will be needed to implement the interventions? (Onsite coaching, modeling, feedback, materials) 3. Who, when and how often will the interventions be implemented? 4. Who, when and how often will coaching supports be provided? 5. What data will be collected to determine fidelity of implementation and monitor progress? 44 PBIS Classroom Plan Folder 3: Instructional Strategies (33 pages) 1. What are instructional strategies? 2. Why are they important? 3. How are they selected and implemented? 4. The Highly Engaged Classroom (Marzano, 2011) Instruction: Folder 3 File E, Pages 11-30 47 48 University of South Florida 8
Folder 4: Curriculum (105 pages) Curriculum Content 1. What are curriculum strategies? 2. Why are they important? 3. When and How are they implemented? 1. Children s Literature: Tools for teaching expectations and rules (e.g., honesty, cooperation, being dependable, respect, responsibility, etc.) 2. Character Education aligned with Skillstreaming lesson plans 3. Embedding expectations in academics examples 4. Kindergarten and first grade Florida State Standards suggested reading aligned with common expectations and rules 5. Lesson Plan templates and examples 50 Folder 5: Environment (46 pages) Curriculum: Folder 4 File C, Pages 5-62 Environmental Strategies Content: 1. What are environmental classroom strategies? 2. Why are they important? 3. When and how are they implemented? 4. Resources 5. A Positive Twist to the Good Behavior Game 53 Step 3: Intervention Selection and Implementation Considerations: 1. Collaborative process 2. Selection supported by the hypothesis (linked) 3. Teacher preferences, needs, and comfort-level guide intervention selection and supports provided a. Fidelity of implementation b. Identification of resources needed to support fidelity 4. Task analyze intervention steps 5. Determine review dates to ensure accountability and follow-through 54 University of South Florida 9
4- Step Problem-Solving Step 4: Evaluation Is it working? Step 1: Problem Identification What is the problem? Step 3: Intervention Design and Implementation What are we going to do about it? Step 2: Problem Analysis Why is it occurring? Guiding Questions: Step 4: Evaluation 1. Are we making progress toward meeting our goal? 2. Are the problem behaviors decreasing? 3. Are the students engaging in the expectations? 4. Is there an increase in student academic engaged time? 5. Are more students completing their assignments? 6. Is there increased teaching time? 56 Data-Based Problem Solving Classroom Coaching Guide 1. Positive Response - Behaviors Improving a. Maintain or generalize to other setting or staff b. Fade reinforcement c. Self-monitoring 2. Questionable Response Limited improvement a. Appropriate fit with teacher and classroom context? b. Intervention implemented with fidelity? c. Additional coaching supports and/or resources needed? 3. Poor Response Problem behaviors increasing a. Intervention implemented with fidelity? b. Increase intensity, modify or discontinue interventions c. Confirm correct function and hypothesis 57 Case Studies: Coming Soon! Three case studies Walk a teacher, coaching facilitator, and/or team through the problem-solving process identified in the Overview Elementary, Middle and High School classrooms 58 Graduate Certificate in Positive Behavior Support Questions? University of South Florida 10
Maximizing Your Session Participation When Working In Your Team Consider 4 questions: Where are we in our implementation? What do I hope to learn? What did I learn? What will I do with what I learned? Where are you in the implementation process? (Adapted from Fixsen & Blase, 2005) Exploration & Adoption We think we know what we need so we are planning to move forward (evidence-based) Installation Let s make sure we re ready to implement (capacity infrastructure) Initial Implementation Let s give it a try & evaluate (demonstration) Full Implementation That worked, let s do it for real and implement all tiers across all schools (investment) Let s make it our way of doing business & sustain implementation (institutionalized use) Leadership Team Action Planning Worksheets: Steps Self-Assessment: Accomplishments & Priorities Leadership Team Action Planning Worksheet Session Assignments & Notes: High Priorities Team Member Note-Taking Worksheet Action Planning: Enhancements & Improvements Leadership Team Action Planning Worksheet University of South Florida 11