1

Preparing for the FCAT

Monthly PBS Coaching Meeting

Module K 2013DC/District Name Here

2

Suggested Agenda

• Tier 1 PBS• PBS and academic achievement• Data tools and data review• FCAT preparation and strategies

• Classroom PBS• Classroom PBS and academic achievement• Classroom management strategies• Classroom data tools and data review• Classroom FCAT preparation and strategies

3

Tier 1 PBS and

Academic Achievement

4

Positive Behavior Support and Academic Achievement

Research1. PBS, implemented with fidelity, results in a reduction of office

discipline referrals and suspensions and is associated with academic gains in reading and math. (Muscott, Mann, LeBrun 2008)

2. Schools implementing SWPBS scored higher on state reading tests than non-PBS schools. (FLPBS Project, 2007; Horner, Sugai, Todd, Lewis-Palmer, 2005; Horner, Sugai, Eber, Lewandowski, 2004)

3. Academic success is intrinsically linked to behavioral success. (Witt, VanDerHeyden, Gilbertson, 2004).

4. Efforts to establish school-wide PBS are associated with increases in student time-in-school. (Scott & Barrett, 2004)

5. SWPBS increases attendance. (Luiselli, Putnam, Sunderland, 2002)

5

Tier 1 PBS1. Aims to build effective environments where positive

behavior is more effective than problem behavior

2. Collaborative, assessment-based approach to developing effective interventions for problem behavior.

3. Emphasizes the use of prevention, teaching, and reinforcement-based strategies to achieve meaningful and durable behavior and lifestyle outcomes

6

Tier 1 PBSDecreases 1.Office Discipline Referrals (ODRs) 2.Classroom problem behaviors3.Administrative or crisis support4.Referrals for intensive supports or ESE services5.Time away from the teaching-learning environment

Increase1.Student learning and academic engaged time 2.Opportunities for students to achieve or exceed proficiency 3.Socially appropriate behaviors4.Enhances student-teacher relationship5.Positive school climate for all students

7

Tier 1 PBS Benefits

All Students• General education• Special education• With and without disabilities• Across all grade levels• Across all levels of academic achievement

All Staff• Not a special education issue, but an education issue

All Families

8

Tier 1 Critical Elements and Academic Success

• Expectations and rules developed, posted and taught

• Effective reward system developed, taught and implemented consistently

• Effective discipline procedures developed, taught and implemented consistently

• On-going evaluation of behavioral and academic data

Discuss how these critical elements support academic success.

9

Making Time for PBS• Formal lesson plans

• Initial lesson plans provided• Use existing curricula lesson plans (Skillstreaming,

Second Step, etc.)• Online lesson plans• Provide incentives additional ideas from staff• Set schedule with minimum requirements for teaching

• Embed PBS within academic lessons• Increases relevancy of assignments• Promotes generalization• Saves time

Focusing on behavior does not impede student performance, but may help maintain or increase it.

Time Regained with PBShttp://www.pbismaryland.org .... “Cost/Benefit Worksheet”

12

Tier 1 Data CollectionCoaching Facilitators•PBSES data for each school

• Average percentage of students at Level 3+ on FCAT reading

• Average percentage of students making gains in reading• Percent of lowest 25% making reading gains• Average daily attendance• Average ODRS/100 students• Average ISS/OSS/100 students

• BoQ and/or PIC Data• Fidelity of PBS implementation• Specific areas of concern

13

Tier 1 PBS and FCAT Preparation

Group Activity and Discussion• Analyze trends, positive increases and/or decreases• Note specific areas of concern

• Have Tier expectations been taught to all students on your campus?• Have all students had the opportunity to earn reinforcers for engaging

in the school-wide expectations?• Are specific lesson plans in place and being implemented to address

expectations of concern?• Others?

• Note areas of success • What variables contributed to the successful outcomes?• Other areas of success?

• Brainstorm possible goals for this year or next year

Additional questions/comments/concerns

14

Tier 1 FCAT StrategiesGroup Activity and Discussion•Develop FCAT strategies based on the data review, analysis, and discussion

• Reteach/review Tier 1 expectations• Enhance rewards focused on expectations

• ‘Be Responsible’ = attendance, on-time to school• ‘Be Prepared’ = Have all necessary work materials

• Hold a PBS FCAT pep rally• Other ideas or strategies?

15

Classroom PBS and

Academic Achievement

16

Classroom PBS andAcademic Success

Research1. Time out of class for behavior issues negatively impacts a

student’s academic engaged time (AET). (Skiba, Peterson, 2003)

2. Amount of instructional time is highly correlated with student achievement. (Putnam, Horner, Algozzine, 2006)

3. Classroom PBS increases the amount of academic instructional time by 57% and the amount of on-task behavior by 24%. (Putnam, Handler, O’Leary-Zonarich, 2003; Putnam, Handler, Rey, O’Leary-Zonarich, 2002)

4. Evidence-based behavior strategies, implemented with fidelity, result in positive student outcomes in the classroom. (Simonsen, Myers, DeLuca, 2010; Christenson, Reschly, Appleton, et.al., 2008)

17

Classroom Indicators

1. >2-3 students off-task at one time2. >10% of the students have incomplete

assignments 3. Students need constant reminders to follow

classroom rules4. Disruptive behaviors occur more than once

per hour and interfere with teaching and learning

18

80/20 Rule

Time Invested in Student Behavior• >80% of the day teacher is engaged in positive

interactions with students• Teaching and rewarding appropriate behavior• Enhancing/building positive teacher-student relationships• Effectively responding to inappropriate behavior• Preventing problem behavior

• <20% of the day teacher is engaged in addressing inappropriate behavior

Knoster, APBS 2011

19

Classroom Behavior Management Assistance Tools

• Classroom Assistance Tool (CAT)• http://flpbs.fmhi.usf.edu/resources_classroom.cfm

• Benchmarks of Quality• http://flpbs.fmhi.usf.edu/coachescorner.cfm• Classroom Items 42-48

• Identify• Areas of strength• Systems needing more support• Specific areas to target• Information specific to particular students

20

Classroom Management

Classroom Assistance Tool (CAT)• Factors

• Environment• Physical setting• Procedures and routines

• Behavior System• Expectations and rules• Reward system• Responding to problem behavior

• Curriculum and Instruction• Instructional design and strategies• Planning and preparation

http://flpbs.fmhi.usf.edu/resources_classroom.cfm

21

http://flpbs.fmhi.usf.edu/resources_classroom.cfm

Classroom PBS Benchmarks of Quality (BoQ)

23

Five (5) Effective Classroom Management Practices

Evidence Based Strategies 1. Develop, post, and teach, classroom rules tied to

Tier 1 expectations (BoQ 42 - 44)2. Maximize structure (BoQ 43 - 44)3. Actively engage students4. Acknowledge appropriate behavior (BoQ 45 - 46)5. Effective responses to inappropriate behavior

(BoQ 47- 48)

24

1. Classroom Rules Defined and Posted

Middle School Classroom Rules

Respect • Work quietly during independent and small group activities

Responsible • In seat when bell rings• Complete assigned

work

Safe • Clean up area before leaving

• Push in chair

Elementary Classroom RulesRespect • Listening ears when

others are talking

Responsible • Complete assigned task

• Remain in area

Safe • Hands at side when in line

• Clean up centers when done

• 3 to 5 positively stated rules• Aligned with Tier 1 Expectations • Describe what students are expected to do vs. “Do Not's”

25

Teach, Practice, Feedback, Prompt

• Explicitly teach rules and expectations• Operationally defined • Embed in lessons

• Opportunities to practice new skill(s) • Role play, model, etc.• Check for understanding

• Performance feedback • Acknowledge efforts• Recognize small steps

• Pre-correction, prompts and/or cues• Verbal reminders prior to activity• Acknowledge those demonstrating rules/expectations

• Active supervision• Scan, roam, interact

26

2. Maximize Structure(BoQ 43-44)

Environmental Design/Physical Setting• Elicits appropriate behavior • Helps prevent or decrease problem behavior• Minimize crowding and distraction

• Furniture allows easy traffic flow• Ensure adequate supervision of all areas• Designate staff and student areas• Seating arrangements (groups, carpet, etc.)

• Effective procedures and routines• Tiered to Tier 1 expectations• Provide structure, consistency, and predictability

Additional ideas for maximizing classroom structure?

27

28

3. Actively Engage Students

Active Engagement• Optimizes student learning• Decreases opportunities for problem behavior• Brisk pace of instruction

• 5-second wait for student ‘think’ time• High rates of opportunities to respond• Participatory instruction (enthusiasm, humor)

• Peer tutoring• Computer-assisted instruction

• Response types• Individual, pairs, and group responding (choral)• White board, computer, clicker • Response cards (Yes/No, True/False, Agree/Disagree)• Gestures (thumbs up/down, high five)

Additional ideas for actively engaging students?

29

4. Acknowledge Appropriate Behavior (BoQ 45 - 46)

Purpose1. Serves as a teaching tool2. Elicits repetition of desired behaviors3. Fosters a positive classroom climate4. Builds positive student-teacher relationships5. Creates behavioral momentum

Guidelines 1. Align classroom rewards with Tier 1 system2. Clearly define and teach criteria for earning a reward3. Reward contingent on desired behavior(s) 4. Refrain from threatening loss of or taking earned items away 5. Minimum 4:1 ratio of positive to neutral/corrective comments

30

5. Effective Responses to Inappropriate Behavior (BoQ 47- 48)

Consequence Guidelines1. Determined in advance and taught to students2. Hierarchy of options 3. Aligned with function of behavior (get/obtain; escape/avoid)4. Severity of consequence and behavior match5. Opportunities provided to learn and practice appropriate

alternatives

Examples1. Prompt desired behavior2. Eye contact, proximity, alter seating 3. Planned ignoring4. Provide choices5. Failure to earn privilege6. Reward around student engaging in problem behavior

Additional examples of effective responses?

31

Classroom Data ReviewReview and Discussion•Benchmarks of Quality: Classroom Systems (42-48)

• Are classroom expectations and rules posted and taught?• Do teachers use immediate and specific praise?• Are effective instruction and behavior management occurring

with the classrooms?•Classroom Assistance Tool

• http://flpbs.fmhi.usf.edu/resources_classroom.cfm• Are there teachers for which this tool might be helpful in

addressing behavior concerns in the classroom?

Additional questions/comment/concerns?

32

Classroom PBS and FCAT Preparation

Group Activity • How are classrooms identified at your school as

needing additional supports?• Number of referrals from a teacher• Several students referred from the same class for ESE• Repeated requests for behavioral assistance

• Brainstorm strategies for introducing the Classroom Assistance Tool on your campus.

• Discuss ways to use the tool to assist teachers in addressing problem behaviors in the classroom.

33

Classroom FCAT Strategies

Group Activity•Develop FCAT strategies based on data review and analysis

• Reteach/review Tier 1 expectations• Procedures and routines posted and reviewed• Rewards focused on expectations

• ‘Be Responsible’ = on time to class, on-task behavior• ‘Be Prepared’ = all assignments completed

• Expectations embedded into writing prompts• Use FCAT afternoon to reteach/review behavior lesson plans

• Other ideas or strategies?

34

Wrap-Up

• Questions?

• Comments?

• Need for additional support or training?

• Next steps?

• Next meeting?

35

Contact Information and Resources

FLPBS MTSS Project• Phone: (813) 974-6440• Fax: (813) 974-6115• E-mail: flpbs@fmhi.usf.edu• Website: http://flpbs.fmhi.usf.edu• Facebook: www.facebook.com/flpbs• FLPBS on Twitter: www.twitter.com @flpbs

OSEP TA Center on PBIS• Website: www.pbis.org

Association on PBS• Website: www.apbs.org