Connecting Behavior Management with Academic

Success: Designing Classroom Supports in Secondary Schools

Dr. Patti Hershfeldtphershfe@jhsph.edu

Objectives

• Identify connect points between SW expectations and classroom critical features

• Identify classroom best practices• Define student engagement and review

strategies to increase it

What the Research Says about Classroom Management

• Linked with positive student outcomes (academic and behavior)

• Increased risk of preventing more serious problems among at-risk kids

• Supports all students in the prevention of possible current and future behavior problems.

• Strong management signals to kids that the class is a safe place to learn.

• Well managed classrooms are rated as having more positive climates.

• (Aber et al., 1998; Mitchell, Bradshaw & Leaf, 2009)

• Teachers experience greater efficacy– Increased student achievement– Creative and flexible instructional delivery– Teacher longevity (Woolfolk, 2002)

Behavior/Classroom Management is a School-wide Consideration: Guiding

questions– Why?– Is there a clear delineation of office-managed

versus classroom-managed problems– Training on effective teaching and behavior

support strategies– Students move from class to class and carry the

‘energy’ with them.

Self Assessment: What are we doing about student behavior

problems? • Review Data- Office Referrals by location

– Where are most referrals coming from in your school?

• What are the current structures in place that support teachers? – FORMAL: process in handbook, teams, paperwork,

flowchart, professional development– INFORMAL: What really happens?

• How would you change current system?

How do we view classroom management?

• Teacher’s responsibility and ability• Student deficit • Student skill development : whose job is this? • Function of behaviors

1. Expectations & Rules : Teamwork, Respect, Responsibility2. Procedures & Routines 3. Continuum of Strategies to Acknowledge Appropriate Behavior4. Continuum of Strategies to Respond to Inappropriate Behavior

5. Maximize Student Engagement 6. Academic Success & Task Difficulty7. Activity Sequence & Offering Choice

What are EB Classroom Practices?

1. Classroom Expectations & Rules

Identify, Teach, Practice, Reinforce

3-5 positively stated expectationsalign with school wide expectations

teach replacement behaviorshave students practice

provide visual reminderspre-correctionsupervise

provide feedback

Evaluate problems Who? Where?What? When?

Basic Logic

What are Expectations and Rules?

• Expectations are outcomes• Rules are the specific criteria for meeting

expectation outcomes• Rules identify and define concepts of

acceptable behavior• Use of expectations and rules provides a

guideline for students to monitor their own behavior and they remind and motivate students to meet certain standards

Discuss: Importance of expectations & rules?

• 2-Minute Frenzy –

– Why do you think it is important to clarify classroom rules?

– How could clarifying schoolwide/non-classroom setting rules impacted student behavior?

Guidelines for Writing Classroom Rules

Consistent with schoolwide expectations/rules

1. Observable

2. Measureable

3. Positively stated

4. Understandable

5. Always applicable – Something the teacher will consistently enforce

Other Considerations…

• Students play a role in formulating rules

• Rules displayed prominently; easily seen

• Teacher models and reinforces consistently

• Rules that are easily monitored

Expectations and RulesExample…

• Expectation is: Students will be Responsible

– Rules are…

• Keep hands and feet to self

• Use materials correctly

Which of These Follow the Guidelines?

• Keep hands and feet to yourself

• Turn in completed assignment

• Respect others

• Walk in the hallways

• Don’t run

Activity 1 Classroom Rules Survey

• Write expectations from the SW matrix.

• List classroom rules for each expectation.

• Check if rules meet 5 criteria.– Observable, Measurable, Positive, Understandable,

Always Applicable

• Use survey questions to consider how expectations and rules are used throughout the building.

Handout

3-5 positively stated expectationsalign with school wide expectations

teach replacement behaviorshave students practice

provide visual reminderspre-correctionsupervise

provide feedback

Evaluate problems Who? Where?What? When?

Basic Logic

Replacement behavior….APPLE PIE

CHOCOLATE CAKE

Schedule for Teaching Classroom Rules

• First Grading Period– Teach rules for all areas of school, including

individual classrooms, during first week of school

– After first week, review rules 2 or 3 times / week

• Through Second Grading Period– Review rules once per week

• Remainder of the Year– Review rules periodically as needed

Classroom Procedures & Routines

Identify, Teach, Practice, Reinforce

Why Focus on Classroom Procedures and Routines?

• Effective teaching includes teaching functional routines and procedures to students at the beginning of the year and using these routines to efficiently move through the school day. (Leinhardt, Weidman, & Hammond, 1987)

• As students become more familiar with classroom routines and procedures, additional instructional formats and more challenging work can be incorporated (Evertson, Emmer & Worsham, 2003; Good & Brophy, 2003)

What Are Procedures & Routines?

• Procedures explain the accepted process for carrying out a specific activity, such as walking in the hallway, using lockers, sharpening pencils, attending an assembly, going to the restroom.

• Classroom procedures are patterns for accomplishing classroom tasks.

• Procedures form routines that help students meet expectations stated in the rules

What Are Procedures & Routines?

• Procedures should be succinct, positively stated and in age-appropriate terms

• Keep “Who, what, when, where, why, and how” in mind

• Clear procedures, taught and consistently enforced are the most critical tool to create a functional and productive learning environment

• Define and teach classroom routines• How to enter class and begin to work• How to predict the schedule for the day• What to do if you do not have materials• What to do if you need help• What to do if you need to go to the bathroom• What to do if you are handing in late material• What to do if someone is bothering you.• Signals for moving through different activities.

– “Show me you are listening”• How to determine if you are doing well in class

• Establish a signal for obtaining class attention• Teach effective transitions.

Procedures and Routines

Procedure & Routine ExamplesElementary Secondary

•During Lessons

–Sit in a learning position

–Raise your hand for a turn to talk, if you

have

a question or if you need help

–Wait for the teacher to come to you

–Finish all of your work

–Read your book if you finish your work

early

–Take restroom or water breaks during

independent time

•Class Discussion

–Prepare for discussion by reading the

required

assignment in advance

–Wait until the other person is finished

speaking before you talk

–Stay on topic

–Respect other’s opinions and contributions

–Use appropriate expressions of

disagreement

Designing Classroom Routines

Routine Desired Behavior

Signal

Entering Class Walk in, sit down, start work

Instruction on board

Obtaining class attention

Orient to teacher, be quiet

?

Getting Help during seat work

? ?

Classroom Routines Matrix

Routine What do you expect?

What is the signal?

1

2

3

Effective Learning Environments

• Develop Predictable Routines– Teacher routines– Student routines

• Design an environment that..– elicits appropriate behavior– minimizes crowding and distraction

Design a Functional Physical Layout for the Classroom

• Different areas of the classroom designed for different purposes

• Traffic Patterns• Visual access

– Teacher access to students at all times– Student access to instruction

• Density• Teacher desk

Guiding Questions for Planning Physical Space

How many students will you have in the room at one time?

How should your pupil’s seats be grouped?What kinds of activities will be taking place in

your classroom?Do any students need to be isolated? If so, is it

for certain activities or for most of the day?How is movement in the classroom to be

regulated?What can you do to create a sense of well-being

and safety for your students in your classroom?

Secondary Example

• Class Discussion– Prepare for discussion by reading the required

assignment in advance

– Wait until the other person is finished speaking before you talk

– Stay on topic

– Respect other’s opinions and contributions

– Use appropriate expressions of disagreement

Secondary Example

• Entering the Classroom– Enter the classroom before the bell rings

– Take your seat and get out the materials you need for class

– Talk quietly until the bell rings

– Stop talking and be ready to listen when the bell rings

Secondary Example

• Turning in Assignments– The last person in each row pass their paper to the

person in front of them

– The next person does the same until the papers reach the first person in each row

– The first person in each row passes papers to the right

– The first person in the last row places all papers in the basket on the teacher’s desk

Writing Procedures to Develop Routines

• Make a list of every task a student does in the classroom

• Determine the desired outcome• Decide how students need to complete the task• Consider what errors students are likely to

make• Consider problem areas or problem times…

often a well designed routine can smooth things out

Effective Classroom Procedures (Newcomber & Lewis)

List Classroom Rules:

1.

2.

3.

4.

5.

Are they observable, measurable, positively stated, with no question about meaning? Do the rules coincide with school-wide expectations?

Identify Procedures for Teaching Classroom Rules: How and when will they be taught?

Record dates taught & reviewed

Identify your attention signal: Date taught

Determine your daily/hourly schedule

Is your schedule posted?

Activity 3

Map School-wide Rules & Expectations to Classroom Routines

School Rule Be Safe Be Respectful Be Responsible

Expected Student Behaviors

Walk facing forwardKeep hands, feet & objects to selfGet adult help for accidents & spillsUse all equipment & materials appropriately

Use kind words & actionsWait for your turnClean up after selfFollow adult directionsBe silent with lights are turned off

Be on timeBring binder and book everydayTake proper care of all personal belongings & school equipmentBe honestFollow game rules

Classroom RoutinesStarting the day put personal belongings in designated areas

turn in homework put instructional materials in desks sharpen pencils and gather necessary material for class be seated & ready to start class by 8:30

Entering the classroom enter the room quietly use a conversational or ‘inside voice’ keep hands, feet, objects to self walk move directly to desk or assigned area sit quietly & be ready for class

Working independently select area to work have materials ready work without talking raise hand to ask for help keep working or wait quietly for assistance when the teacher is helping someone else move quietly around the room when necessary put materials away when finished begin next activity when finished

Asking for help always try by yourself first use the classroom signal for getting assistance keep working if you can or wait quietly remember the teacher has other students that may also need help

Schedule for Teaching Classroom Procedures

• First Grading Period– Teach rules and procedures for all areas of school,

including individual classrooms, during first week of school

• Provide opportunities for review and practice• Provide frequent reinforcement/acknowledgement

– After first week, review rules and procedures 2 or 3 times per week

• Rapid pace, oral review during first or last few minutes of class

• Surprise quizzes about procedures for extra credit points• Divide into teams, ask questions about rules and procedures,

award points

Schedule for TeachingClassroom Procedures

• Second Grading Period– Review rules and procedures once per week

• Remainder of the Year– Review rules and procedures periodically as

needed

Teach Students to Self-Manage

• Once students know the routines, allow routine initiation to be prompted by normal events (the bell… completion of an assignment)… rather than rely on teacher prompts.

• Teach self-management– The target behavior– The self-management behavior

– Prompts– Consequences

Effective Classroom Practice

“The goal of effective classroom management is not creating “perfect” children, but providing the perfect environment for enhancing their growth, using research-based strategies that guide students toward increasingly responsible and motivated behavior.”

(Sprick, Knight, Reinke & McKale, 2006, p. 185)

Techniques for maximizing academic engagement during lectures

• Provide ample opportunities to respond• Two minute pause• Think-write or draw• Outcome starter sentence• Reaction diagram• Compare/contrast diagram • Repackage it!

Techniques for maximizing student engagement in cooperative learning

structures

• Jigsaw • Student learning teams• Think-pair-share• Three step interview• Toss-a-question

Response Cards Increase Opportunities to Respond

• Link to Terry Scott’s videoshttp://louisville.edu/education/srp/abri/training.html

Effective Classroom Practice

“Managing a classroom is part art and part science, conceptually simple enough to reduce to a handful of critical variables, yet so intricate and complex it is a lifelong learning task. Even the best and most experienced teachers must continually refine their classroom management plans.”

(Sprick, Knight, Reinke & McKale, 2006, p. 185)

Student Engagement

• How do you define it? ACTIVITY • Common themes? • Student engagement linked directly to

– Attendance– Relationships with an adult

School Engagement

• Poor attendance• Low educational expectations• Lack of effort• Low commitment to school• No extracurricular participation

• © 2007 National Dropout Prevention Center at Clemson University and Communities In Schools, Inc.All rights reserved.

Your data…….

Self-Determination and PBIS:Keeping Kids in School

Teresa Cogar&

John McNaught

Virginia Departmentof Education

Why???Why is a students’ perceived

competence and self-determined motivation the greater influence to stay in school?

Statistics

In the U.S. every school year approximately 1.3 million students- that’s 7000 every school day, do not graduate from high school as scheduled

www.silentepidemic.org

What we know….

• “Most dropouts are students who could have, and believe they could have succeeded in school.”

Bridgeland, Dulio &Morison, 2006

Question??????

• Could we help prevent this…..

Supports we can give them….

• Build a school climate that fosters academics• Improve communications between parents

and schools• Improve instruction and access to supports for

struggling students• Make curricula engaging, relevant and

connect school to work

Bridgeland, Dulio &Morison, 2006

Biggest support…..

• Ensure students have a strong relationship with at least one adult in school

• http://www.hsd401.org/parentinfo/hsredesign/studentvoices.htm

Bridgeland, Dulio &Morison, 2006

How Do PBIS and SD work together?

Helping All Students

School approaches to encouraging self-determination skills can promote interventions that will help reduce their dropout rates and thus positively effect the lives of individuals, their families and our communities.

Academic Systems Behavioral Systems

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity

Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Universal Interventions•All students•Preventive, proactive

Universal Interventions•All settings, all students•Preventive, proactive

Designing School-Wide Systems for Student SuccessDesigning School-Wide Systems for Student Success

What skills do we need to be self-determined?

Brainstorm

Core Components(combination of skills, knowledge & beliefs)

Choice-making Decision-making Problem-solving Goal-setting & attainment Internal locus of control Positive attributes of efficacy

and outcomes expectancy

Self-Observation Self-Evaluation Self-Reinforcement Self-Instruction Self-Advocacy &

Leadership Self-Awareness Self-Knowledge

We need to develop ALL of these skills

What is Self-Determination?

Acting as the primary causal agent in one’s life and making choices and decisions regarding one’s quality of life free from undue external influence or interference.

»Wehmeyer, 1996

What is Self-Determination?

Knowing & believing in yourself

Knowing what you want your future to be like and how to make plans to achieve this future.

Knowing the supports that you need to take control of your life.

Self- Determination 5 Interventions/strategies

• 1 Pagers• Good Day Plan• Student led conferences/IEPS• Lesson Plans based on core components• Goal Setting & Attainment

1 pagers

Learning Preferences• I like to have new concepts

modeled• Enjoy working in groups• I often get the “big” picture

and have to work to note the details

Accommodations that Work• Extended time• Help from my friends• Working with people with

different learning styles

I Want You to Know• I don’t like timelines• I work hard• I play hard

Interests• Animals• Cooking• Outdoors

Name: John McNaughtAddress: Rabbits Foot RdHinton, VA DOB: 01-07-75

You’re InvitedDate: 08-04-09 Time: 10:00 am

My Hobbies/ Interests

Name: Address:Phone: DOB:

You’re Invited To:Date: Time:With:

What Got Me to DLC

Changes I’d Like to Make

Courses I’m Working On

Goals I Want to Achieve

What Helps Me Work

Tier 3

Tier 2

Tier 1Triangle Triangle Activity:Activity:

Applying the Applying the Three-Tiered Three-Tiered

Logic to Logic to Your SchoolYour School

Tier 3

Tier 2

Tier 1Triangle Triangle Activity:Activity:

Applying the Applying the Three-Tiered Three-Tiered

Logic Logic

Entire 9th grade class during1st week of school

Students at-risk for failing classCreate one for teachers

Individual students sends one to allTeachers prior to school year starting

Good Day Plan

Tier 3

Tier 2

Tier 1Triangle Triangle Activity:Activity:

Applying the Applying the Three-Tiered Three-Tiered

Logic to Logic to Your SchoolYour School

Tier 3

Tier 2

Tier 1Triangle Triangle Activity:Activity:

Applying the Applying the Three-Tiered Three-Tiered Intervention Intervention

Logic Logic

Entire 10th grade English class Creates class wide GDP

Student gives to CICO coordinator

Student presents GDP as part Of FBA/BIP meeting

Guiding Questions for Building Systems to Support Best Practices in

the Classroom• How will staff get ideas for ?• How will staff get feedback?

– build ongoing structure- buddy system, assigned core master teachers

• Develop Training Calendar of PD-orientation, annual staff development days, staff meetings

• Develop Access for Teacher Support- Request for Assistance

• Mini-lessons/discussions about behavior management concerns.

References

• Colvin, G. (2009). Managing noncompliance and defiance in the classroom: A road map for teachers, specialists, and behavior support teams. Thousand Oaks, CA: Corwin Press.

• De Pry, R. L., & Sugai, G. (2002). The effect of active supervision and precorrection on minor behavioral incidents in a sixth grade general education classroom. Journal of Behavioral Education, 11, 255-267.

• Sprague, J. & Golly, A. (2005). Best behavior: Building positive behavior support in schools. Longmont, CO: Sopris West Educational Services.

• Sprick, R., Knight, J., Reinke, W. & McKale, T. (2006). Coaching classroom management: Strategies and tools for administrators and coaches. Eugene, OR: Pacific Northwest Publishing.