PBIS Maryland

PBIS Maryland

Using the Problem-Solving Logic to Build a Culture of Support for Implementation of Practices

November 10, 2011

Dr. Patti Hershfeldt Sheppard Pratt Health System

Road Map

• How will we use the problem-solving logic to build a culture to support implementation of these practices?

• Based on data what practices & systems exist to support enhanced classroom environments?

• How can you empower the team to empower others to address classroom systems – a schoolwide concern?

S.W.O.T.

VDOE ESD Project 1/30/11 5

StrengthsClear expectations, rules and procedures. Administrator supportData driven decision-making

WeaknessesInconsistency with practices among staffLack of staff support and buy in

OpportunitiesCelebrate recognize staff/students

ThreatsNot enough time.Pressure to focus on ‘academics’ (common core, NCLB…)

As a coach, so far you have supported your team and worked to implement

Tier 1 or universal supports. As part of universal, we need to support teachers

to implement positive behavioral interventions and supports aligned with

school-wide in their classrooms.

How will we use the problem-solving logic to build a culture to support implementation of these

practices?

SYST

EMS

PRACTICES

DATA

+ Culture

SupportStaff Behavior

SupportDecisionMaking

SupportStudent Behavior

PBIS Problem-Solving Logic

Center on Positive Behavioral Interventions and Supports, University of Oregon, 2002; Bill Bixby, Prince William County Schools

DATA

+ Culture

SupportDecisionMaking

Using the Problem Solving Logic

How will you support ALL teachers to implement evidence-based practices aligned with PBIS in the classroom?

Gather initial data- Assessment, Learning Walk, SurveyGet buy-in (baseline data, strategic plan, articles/research)With team, use data to identify need and plan to provide

professional learning (Practice Mini Modules/Snapshots on wiki)

Create support system (e.g., peer observation dyads/triads)

Gather Data- performance feedbackPresent fidelity and outcome data-CELEBRATE

Roles: ADMINISTRATOR and CoachDATA

Remember … Classroom Management is a

School-wide Consideration

Maryland Annual Report, 2009-10, Barrett (on WIKI)

Step 1: Here's What!Record 2-3 observations you

made or information that ‘pops out’ to you.

Step 2: So What?What are your interpretations or

meaning of the data?

Step 3: Now What?What are possible

implications for each idea recorded?

A significant majority of our referrals are happening in the classroom

I am wondering about practices to remind, re-teach, and/or pre-correct after the winter break.

Which teachers are using EBPs associated with classroom management

Check ODR and Minor data collection forms to identify evidence-based practices are included as part of preventing behavior.

Plan for professional development for staff to implement these practices.

This is where the SYSTEMS piece is addressed.

(Garmston & Wellman, 2009)

What does the data say in your building?

• Review Data- Office Referrals by location

– Where are most referrals coming from in your school?

• Classroom Self Assessments

• Peer observation and feedback (peer coach, buddy)

• Administrator Walk Through

• Learning Walks

Administrative Walk Through, Learning Walk, Peer Observation,

PLC, Self-Assessment

• Information gathering, not evaluative

• Data can be gathered by someone other than an administrator too- What does the culture support?

Develop, Teach, Practice Routines and ProceduresStrategy Frequency Comments

Problematic times during instruction (e.g., transitions)Do I have a routine to address this? What would a routine for this look like?Routine Needed:

Ratio of Positive Feedback (BSPS) to Negative Feedback (minimum 4:1)Strategy Frequency Comments

Specific, positive feedbackNegative FeedbackRatio of Positives to Negatives:

Student Disruption (Statement or activity by one or more students causing the teacher to stop the flow of instruction)

Behavior Frequency Comments

Rules Provide Clear Meaning of Classroom ExpectationsTeaching Matrix… Yes No In Progress

Rules are observable, measureable, and positively statedRules are prominently postedHas lessons and/or review plan to teach rulesHas a teaching and review schedule for classroom rules lessonsComments:

Teacher Self-Assessment and Observation Tools

Develop, Teach, Practice Routines and ProceduresStrategy Frequency Comments

Problematic times during instruction (e.g., transitions)

Arrival, Collecting Homework, Dismissal

During a 50 min. block, instruction accounted for 20 mins. Inst. Did not begin until 18 mins. after the bell.

Do I have a routine to address this? What would a routine for this look like?

No evidence observed

Routine Needed: Arrival, Hmwk, DismissalRatio of Positive Feedback (BSPS) to Negative Feedback (minimum 4:1)

Strategy Frequency CommentsSpecific, positive feedback 1 General praise was given at an avg rate of 2

stmts/10 min intervalsNegative Feedback Avg of 4 stmts per 10 min

intervalsNeg feedback –reprimands. “Stop talking.”, “

Ratio of Positives to Negatives: 2:4Student Disruption

(Statement or activity by one or more students causing the teacher to stop the flow of instruction)Behavior Frequency Comments

Out of seat, talking out Avg of 6 out of seats per 10 min; Avg of 15 per 10 min

intervals

Data collected on student behavior during first 20 mins of class only

Rules Provide Clear Meaning of Classroom ExpectationsTeaching Matrix… Yes No In Progress

Rules are observable, measureable, and positively stated

x

Rules are prominently posted xHas lessons and/or review plan to teach rules No evidence

Has a teaching and review schedule for classroom rules lessons

No evidence, but did not ask

Comments:

Observation FeedbackDate: 2/7/11-2 ten minute intervals

Strategy: Providing Multiple Opportunities for Students to Respond

Frequency Comments

Number of instructional questions, statements or gestures made by the teacher seeking an academic response.

Average 4 (per 10 min.) request of whole group response

Students raised hand to respond

Rate of Academic Engagement Record “+” symbol for on-task/engaged behavior and “-” for off-task behavior

22 students in classroom. Observation for 2 students identified as having challenging behaviorStudent 1: First ten minute interval: + + + - - - - - - -Second ten minute interval: - + - - - - - - - +Student 2:First ten minute interval: - - - - - + + - - -Second ten minute interval: - + - - - - - - - +

Student 1 sat in back corner of room alone. On-task behavior was observed when student raised hand to answer teacher question. He was not called on.Student 2 sat near the door and spent most of time looking out the door. When teacher redirected him, he was on-task and raised hand to answer questions, but was not called on.

Measureable Goal:

Observation Feedback/Self-Monitoring Tool

Use a seating chart & record when a student is given an opportunity to respond to an academic question. Tally whole group

opportunities to respond.

Seating Chart

1 0

1 1 1

0

Whole Group Response

4

Building Classrooms Systems: Moving it forward…

DATAThis school year (before MSA/HSA)

1.2.

For the 2012-2013 school year (using summer planning time)1.2.

2-3 year long term plan 1.2.

ReflectEngage with these ideasDialogue about what they mean for us

PRACTICES

SupportStudent Behavior


Center on Positive Behavioral Interventions and Supports, University of Oregon, 2002.

What is the real power of the B’s?

Longitudinal Research

• 102 schools in 7 western US States and District of Columbia. Typical range of ethnicity, SES, and community risk

• 126 Elementary Schools• Research Question: What teacher behaviors

and school practices represent the conditions for student learning, and predict important student and school outcomes, such as adequate yearly progress (AYP)?

30

Findings

• In schools where 80% of students reported the presence of the “B’s” (clear expectations, positive relationships, academic and social basic skills, and recognized and rewarded effort), schools were 2 to 8 times more likely to achieve AYP, experience higher levels of academic achievement, school safety, and student attendance.

(Center for the School of the Future at Utah State University, 2010)

31

Findings

• The 4 “B’s” account for 2/3 of the variance of academic achievement:– Four times more than community risk– Five times more than parent support– 15 times more than teacher qualifications– 37 times more than school leadership– 60 times more than school resources– The strongest relationships were found for young

and disadvantaged learners(Center for the School of the Future at Utah State University, 2010)

How are the B’s defined?

• Clear expectations- Clearly communicating expectations for performance and explaining the step by step reward contingencies for acceptable behavior

• Positive relationships- Establishing and maintaining staff-to-student relationships based upon mutual respect and positive regard

• Building basic academic, social, and self-management skills, making coercive practices largely unnecessary

• Recognition and Rewards- Actively recognizing appropriate behavior and individual efforts to improve whenever and wherever they occur throughout the school environment

33(Center for the School of the Future at Utah State University, 2010)

What are the classroom practices aligned with PBIS?

• Classroom rules/expectations are defined, posted, taught, and aligned with school-wide expectations (teaching matrix)

• Routines and Procedures• Multiple Opportunities to Respond (OTRs)• Continuum of responses to encourage

appropriate behavior (acknowledgement, signaling, cueing, pre-correction, teaching matrix, and flowchart)

• Continuum of responses to discourage inappropriate behavior (correction, contingent instructions flowchart)

(Simonsen, Fairbanks, Briesch, Myers, & Sugai, 2008)

How do you choose practices?

• Data

• Don’t forget beliefs, strengths …

• Apply principles of behavior– Remember me?

– What impact might the principles of behavior have on practice selection?

Developing a plan for creating aninstructional environment that predictspositive behavior in place of problems

• Create environments that predict success (teaching matrix, routines)

• Teach replacement behaviors (teaching matrix)

• Facilitate success (clear, predictable routines, rules, feedback)

• Provide functional consequences for positive & negative behaviors (flowchart)

• Monitor effectiveness of plan (data, PBIS Team)

Classroom Behavior Instruction Plan

Prevention first (antecedents)

• If you could have $10,000 if it happened tomorrow . . .

Effective Instruction (Behavior)

• Do they know it and can they do it

• Show them how (model), engage them, teach it, tell them why and when

(Scott, 2006)

What practices are in place?

• What evidence-based practices do classroom teachers have in place?

• How do you know?

• Do teachers need additional tools (evidence-based practices)?

• How do you know?

• Snapshots!!!

ALL

SOME

FEW

Tiers of Support In a Classroom

ACTIVITY

Pre-correct

ALL

SOME

FEW


Positive Feedback ratio

4:1

Mult. opportunities

to respond

Visual Reminders

Clear expectations aligned w/SW

Cueing Wait time

Working w/Families

SOME

FEW


Working with T2 Teams

CICO

CICO +

•CICO Plus = Academic or Social Instructional Groups

Academic Seminar

Cooperative Learning

Groups

Data Collection and Progress Monitoring at T3

FEW


ACTIVITY

•Role on the IST

FBT/BIP


PRACTICESThis school year (before MSA/HSA)

1.2.




SYST

EMSSupport

Staff Behavior


Center on Positive Behavioral Interventions and Supports, University of Oregon, 2002.

Roles: ADMINISTRATOR and CoachSYSTEMS

With team, use data to identify need and plan to provide professional learning (Practice Mini Modules/Snapshots on wiki)

Create support system (e.g., peer observation dyads/triads)

Classroom Behavior Support Systems

In PlacePartially in Place

Not in Place

Classroom self assessment for whole staff completed at least annually

Best practices for classroom established (e.g., active engagement, OTRs, procedures and routines, attention signal, 4:1)

System/plan in place to teachers with on-going implementation

Data is used to guide annual professional development activities

What is needed?

Staff feedback and input ..we must stop and apply R.E.D.

Time to …Reflect

Engage with these ideasDialogue about what they mean for us

50

Will the system of support reflect the culture of the school?

• Options for support systems– Staff Professional Development during staff meetings, staff

days, grade level/core/department meetings based on data– Administrative walk throughs/learning walks– Peer observation triads or dyads– Self-assessment (e.g., video or audio recording)

• Which system(s) would fit best with the culture in your school?

• How will you identify and/or build models to support staff learning?

What are some effective ways in which to support teachers to implement best

classroom management practices? • Explicit instruction to include:

– The Why?– Models– Range of examples

• Time to practice to build fluency• Periodic self-assessment, progress monitoring to progress

monitor and fidelity check- performance feedback• Observation and other feedback• Strategies that promote self-management

(Simonsen, Myers, & DeLuca, 2010)

In what ways might you use the Practice Snapshots to provide professional

development (e.g., workshop, grade level/core/department meetings, peer coaching triads or dyads, professional

learning communities, other coaching) to staff?

Peer observation triads or dyads

• Does the school culture support this type of system of support?

• In what ways could you map this onto an existing infrastructure of support (e.g., professional learning communities, grade level/core/department team meetings)?

Case Example 1BCIO observations

Classroom 1

0

1

2

3

4

5

1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31 33 35 37 39 41 43 45 47 49

School Day

# p

er M

inu

te

Praise Rate

Disrupt RateBaselineNo intervention

Intervention-No performance feedbackprovided to the teacher

Intervention continued with the data being shown to the teacher each day. Notice that the performance feedback helped to increase praise. Most importantly, disruptions dropped.

Case Example 2BCIO ObservationsClassroom 2

0

1

2

3

4

1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31 33 35 37

# pe

r m

inut

e

Baseline-No Intervention

Intervention-No performance feedback provided to the teacher

Intervention with performance feedback provided to teacher

No performance feedback, but intervention continues to be effective

How might you begin something like this in your school?

• Start with volunteers- may need uncommon planning time

• As a coach, facilitate learning for the ways in which we conduct observation, collect data, and provide feedback

• Arrange a time to observe peer teacher in the classroom

How does this work?

• Assess: Collect data on teacher/student behaviors (Practice Snapshots)

• Provide feedback: Preferably on the same day, provide feedback using data collected

• Collaboratively design a menu of options– Snapshots

– Student/Teacher T-Chart

– Other resources used in your building

How does this work?

• Choose an intervention to implement

– Design a checklist if necessary

• Teacher to select a self-monitoring tool for own behavior (included on many Practice Snapshots)

• Performance feedback- continue to collect data and monitor progress, make decisions about interventions

Practice Snapshots

• Designed to include components identified as increasing the likelihood of changing teacher practices

– Definition of practice-what is it?

– Research- why bother, what’s in it for me?

– Examples and non-examples

– Self-monitoring tools

– Data collection tools

SYST

EMS

PRACTICES

PBISProblem-Solving Logic

OUTCOMES

Social Competence &Academic Achievement

Systems Supporting Staff Behavior• Team Approach•Administrator participation•Community of Practice (Skill development and performance feedback) •Peer Observations

Data Supporting Decision Making•office discipline referrals•academic progress•Attendance, truancy•direct observation•school improvement goal progress•Process tools (fidelity)

Practices Supporting Student Behavior• Define behaviors, expectations, and rules• Teach, model, and acknowledge behaviors, expectations, and rules-EXPLICITLY• Correct behaviors consistently and respectfully• Consensus/collaboration

61

DATA +

Culture

How will you take this back to engage in a conversation with your

team?

• What data will you use?

• What infrastructure will you map onto?

• Time for R.E.D


SYSTEMSThis school year (before MSA/HSA)

1.2.




Core Feature

PBIS Implementation Goal

I. Classroom Systems

42. Classroom rules are defined for each of the school-wide expectations and are posted in classrooms.

43. Classroom routines and procedures are explicitly indentified for activities where problems often occur (e.g. entering class, asking questions, sharpening pencil, using restroom, dismissal)

44. Expected Classroom routines are taught.

45. Classroom teacher uses immediate and specific praise.

46. Acknowledgement of students demonstrating adherence to classroom rules and routines occurs more frequently than

acknowledgment 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 an consistently delivered.

Tools from VA to facilitate discussion

ReferencesGarmston, R.J., & Wellman, B.M. (2009). The adaptive school: A

sourcebook for developing collaborative groups. Norwood, MA: Christopher-Gordon Publishers, Inc.

Hershfeldt, P.A., Rosenberg, M.S., & Bradshaw, C.P.(In press). Function based thinking: A systematic way of thinking about function and its impact on classroom behavior. Beyond Behavior.

Simonsen, Fairbanks, Briesch, Myers, & Sugai, G. (2008). Evidence-based practices in classroom management: considerations for research to practice. Education and Treatment of Children, 31 (3), 351-370.

Sprick, R., Knight, J., Reinke, W.M., & McKale, T. (2006). Coaching Classroom Management: Strategies and Tools for Administrators and Coaches. Pacific Northwest Publishing.

Sprick, R. Garrison, M., & Howard, L. (1998). CHAMPs: A proactive and positive approach to classroom management.Pacific Northwest Publishing.

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