Strengthening Positive Strengthening Positive Classroom Management in Classroom Management in Elementary Schools Elementary Schools Judy Arthur, First Steps to Success Coordinator, Tigard Tualatin School Judy Arthur, First Steps to Success Coordinator, Tigard Tualatin School DistrictDistrictSally Helton, EBIS Coordinator, Tigard Tualatin School DistrictSally Helton, EBIS Coordinator, Tigard Tualatin School District

GoalsGoals

Examine methods for surveying teachers and Examine methods for surveying teachers and administrators to determine areas where administrators to determine areas where professional development is neededprofessional development is needed

Show how one district analyzed survey data Show how one district analyzed survey data district-wide in order to focus on supporting district-wide in order to focus on supporting areas that were rated as most in need of areas that were rated as most in need of supportsupport

Demonstrate a cost effective method for Demonstrate a cost effective method for providing professional development on providing professional development on classroom management throughout a districtclassroom management throughout a district

TTSD Demographics TTSD Demographics

10 Elementary Schools, 3 Middle Schools, 2 High 10 Elementary Schools, 3 Middle Schools, 2 High Schools, 1 Alternative School (12,400 students)Schools, 1 Alternative School (12,400 students)

Elementary student population ranges from 487 to 656Elementary student population ranges from 487 to 656

22% Hispanic (Ranges from 4% to 42%) 22% Hispanic (Ranges from 4% to 42%)

35% Free and Reduced Lunch (Ranges from 11% to 35% Free and Reduced Lunch (Ranges from 11% to 61%)61%)

PBIS in place since 1996PBIS in place since 1996

Counselor at each elementary school, no associate Counselor at each elementary school, no associate principalsprincipals

2 district level behavior coaches.2 district level behavior coaches.

Annual PBIS Surveys Annual PBIS Surveys completed in TTSDcompleted in TTSD

School-wide Evaluation Tool (SET)School-wide Evaluation Tool (SET) Outside evaluators interview students and staff Outside evaluators interview students and staff

regarding PBIS systems and practices regarding PBIS systems and practices

Benchmarks of QualityBenchmarks of Quality PBIS Teams self-evaluate their own PBIS systems PBIS Teams self-evaluate their own PBIS systems

and practicesand practices

Self-Assessment SurveySelf-Assessment Survey On-line survey taken by all staff, On-line survey taken by all staff,

PBS Self Assessment PBS Self Assessment SurveySurvey

Purpose of the SurveyPurpose of the Survey   Completed on-line by entire staff in 20 to 30 minutes Completed on-line by entire staff in 20 to 30 minutes Provides an annual assessment of effective behavior Provides an annual assessment of effective behavior

support systems in the school. support systems in the school. Evaluates the status and need for improvement of four Evaluates the status and need for improvement of four

behavior support systems: behavior support systems: (a) school-wide discipline systems, (a) school-wide discipline systems, (b) non-classroom management systems (e.g., cafeteria, (b) non-classroom management systems (e.g., cafeteria,

hallway, playground), hallway, playground), (c) classroom management systems, and (c) classroom management systems, and (d) systems for individual students engaging in chronic (d) systems for individual students engaging in chronic

problem behaviors. problem behaviors.

Self-Assessment Survey, Self-Assessment Survey, ContinuedContinued

Survey results are summarized and used for a variety of Survey results are summarized and used for a variety of purposes including:purposes including:

annual action planning,annual action planning,

internal decision making,internal decision making,

assessment of change over time,assessment of change over time,

awareness building of staff, andawareness building of staff, and

team validation.team validation.

In TTSD, the survey summary is used to develop an action In TTSD, the survey summary is used to develop an action plan for implementing and sustaining effective behavioral plan for implementing and sustaining effective behavioral support systems throughout the schoolsupport systems throughout the school

Classroom Systems Classroom Systems Survey QuestionsSurvey Questions

Classroom settings are defined as instructional Classroom settings are defined as instructional settings in which teacher(s) supervise & teach settings in which teacher(s) supervise & teach groups of students. groups of students.

1. Expected student behavior & routines in classrooms are 1. Expected student behavior & routines in classrooms are stated positively & defined clearly.stated positively & defined clearly.

2. Problem behaviors are defined clearly. 2. Problem behaviors are defined clearly.

3. Expected student behavior & routines in classrooms are 3. Expected student behavior & routines in classrooms are taught directly. taught directly.

4. Expected student behaviors are acknowledged regularly 4. Expected student behaviors are acknowledged regularly (positively reinforced) (>4 positives to 1 negative).(positively reinforced) (>4 positives to 1 negative).

5. Problem behaviors receive consistent consequences. 5. Problem behaviors receive consistent consequences.

Classroom Systems Survey Questions, Classroom Systems Survey Questions, ContinuedContinued

6. Procedures for expected & problem behaviors are 6. Procedures for expected & problem behaviors are consistent with school-wide procedures.consistent with school-wide procedures.

7. Classroom-based options exist to allow classroom 7. Classroom-based options exist to allow classroom instruction to continue when problem behavior occurs. instruction to continue when problem behavior occurs.

8. Instruction & curriculum materials are matched to 8. Instruction & curriculum materials are matched to student ability (math, reading, language). student ability (math, reading, language).

9. Students experience high rates of academic success (9. Students experience high rates of academic success (>> 75% correct). 75% correct).

10.Teachers have regular opportunities for access to 10.Teachers have regular opportunities for access to assistance & recommendations (observation, instruction, & assistance & recommendations (observation, instruction, & coaching).coaching).

11. Transitions between instructional & non-instructional 11. Transitions between instructional & non-instructional activities are efficient & orderly. activities are efficient & orderly.

Spring 2009 Self Assessment Spring 2009 Self Assessment SurveySurvey

Areas of ConcernAreas of Concern

5. Problem behaviors receive consistent 5. Problem behaviors receive consistent consequences. consequences.

7. Classroom-based options exist to allow 7. Classroom-based options exist to allow classroom instruction to continue when problem classroom instruction to continue when problem behavior occurs. behavior occurs.

9. Students experience high rates of academic 9. Students experience high rates of academic success (success (>> 75% correct). 75% correct).

10.Teachers have regular opportunities for access 10.Teachers have regular opportunities for access to assistance & recommendations (observation, to assistance & recommendations (observation, instruction, & coaching).instruction, & coaching).

11. Transitions between instructional & non-11. Transitions between instructional & non-instructional activities are efficient & orderly. instructional activities are efficient & orderly.

School PBIS Teams School PBIS Teams created actions to address created actions to address

these areasthese areas 5. Problem behaviors receive consistent 5. Problem behaviors receive consistent

consequences. consequences.

7. Classroom-based options exist to allow 7. Classroom-based options exist to allow classroom instruction to continue when classroom instruction to continue when problem behavior occurs. problem behavior occurs.

9. Students experience high rates of academic 9. Students experience high rates of academic success (success (>> 75% correct). 75% correct).

11. Transitions between instructional & non-11. Transitions between instructional & non-instructional activities are efficient & orderly. instructional activities are efficient & orderly.

But, where are the But, where are the resources for this?resources for this?

10.Teachers have regular opportunities for 10.Teachers have regular opportunities for access to assistance & recommendations access to assistance & recommendations (observation, instruction, & coaching).(observation, instruction, & coaching).

And Why is classroom And Why is classroom management important?management important?

Outcomes of Poor Outcomes of Poor Classroom ManagementClassroom Management

More disruption of learningMore disruption of learning

More Office Discipline ReferralsMore Office Discipline Referrals

More time spent dealing with inappropriate More time spent dealing with inappropriate behaviorbehavior

Lower test scoresLower test scores

Less time for instructionLess time for instruction

Academic Learning Time?: Typical SchoolAcademic Learning Time?: Typical School 1170 Hours in a typical school year (6.5 hours x 180 days)1170 Hours in a typical school year (6.5 hours x 180 days)

- 65- 65 Absenteeism (1 day/month x 10 months) Absenteeism (1 day/month x 10 months)

= 1105 Attendance Time (Time in School)= 1105 Attendance Time (Time in School)

- 270- 270 Non-instructional time (1.5 hrs./day for recess, lunch, etc.) Non-instructional time (1.5 hrs./day for recess, lunch, etc.)

= 835 Allocated Time (Time scheduled for teaching)= 835 Allocated Time (Time scheduled for teaching)

- 209- 209 (25% of allocated time for administration, transition, discipline-15 minutes/hour) (25% of allocated time for administration, transition, discipline-15 minutes/hour)

= 626 Instructional time (time actually teaching)= 626 Instructional time (time actually teaching)

- 157- 157 Time off task (Engaged 75% of time) Time off task (Engaged 75% of time)

= 469 Engaged Time (On task)= 469 Engaged Time (On task)

- 94- 94 Unsuccessful Engaged Time (Success Rate 80%) Unsuccessful Engaged Time (Success Rate 80%)

= 375 Academic Learning Time = 375 Academic Learning Time

Education Resources Inc., 2005

Efficiency Rating = 32%

How can Good Classroom Management help with

Academic Learning Time: Effective SchoolAcademic Learning Time: Effective School

1170 School Year (6.5 hours x 180 days)1170 School Year (6.5 hours x 180 days)

- 65- 65 Absenteeism (1 day/month x 10 months) Absenteeism (1 day/month x 10 months)

= 1105 Attendance Time (Time in School)= 1105 Attendance Time (Time in School)

- 270- 270 Non-instructional time (1.5 hrs./day for recess, lunch, etc) Non-instructional time (1.5 hrs./day for recess, lunch, etc)

= 835 Allocated Time (Time scheduled for teaching)= 835 Allocated Time (Time scheduled for teaching)

- 125- 125 (15% of allocated time for administration, transition, discipline-9 minutes/hour) (15% of allocated time for administration, transition, discipline-9 minutes/hour)

= 710 Instructional time (actually hours teaching: 710 vs. 626)= 710 Instructional time (actually hours teaching: 710 vs. 626)

- 71- 71 Time off task (Engaged 90% of time) Time off task (Engaged 90% of time)

= 639 Engaged Time (639 vs. 469 On task)= 639 Engaged Time (639 vs. 469 On task)

- 64- 64 Unsuccessful Engaged Time (Success Rate 90%) Unsuccessful Engaged Time (Success Rate 90%)

= 575 Academic Learning Time = 575 Academic Learning Time

Education Resources Inc., 2005Efficiency Rating = 49%

Unallocated Non-Instructional TimeUnallocated Non-Instructional Time 75% vs. 85% = 84 more hours75% vs. 85% = 84 more hours

Difference in 15 minutes vs. 9 minutes/hourDifference in 15 minutes vs. 9 minutes/hour Employing PBS strategies in your school: Teaching expectations, teaching transitions Employing PBS strategies in your school: Teaching expectations, teaching transitions

and routines, managing appropriate and inappropriate behavior efficiently and routines, managing appropriate and inappropriate behavior efficiently

Engagement RateEngagement Rate 75% vs. 90% = 86 more hours75% vs. 90% = 86 more hours

Management of groups, positive acknowledgement systems, group contingenciesManagement of groups, positive acknowledgement systems, group contingencies

Success Rate (Rate and Level!)Success Rate (Rate and Level!) 80% vs. 90% = 30 more hours80% vs. 90% = 30 more hours

Appropriate placement, leveled instruction, effective teachingAppropriate placement, leveled instruction, effective teaching

So what?So what? 200 hours more academic learning time (575 vs. 375)200 hours more academic learning time (575 vs. 375) Equivalent of over 43 more days in school!!Equivalent of over 43 more days in school!!

The Difference: Typical vs. Effective The Difference: Typical vs. Effective SchoolsSchools

Education Resources Inc., 2005

Effective Behavior Effective Behavior Management PracticesManagement Practices

11 Define and teach 3-5 behavioral expectations (rules)Define and teach 3-5 behavioral expectations (rules)

22 Establish Routines (Build a Predictable Environment)Establish Routines (Build a Predictable Environment)

33 Engage in Active Supervision (Move, Scan, Interact)Engage in Active Supervision (Move, Scan, Interact)

44 Design a Functional Physical Layout for the ClassroomDesign a Functional Physical Layout for the Classroom

55 Maximize Academic Engaged TimeMaximize Academic Engaged Time

66 Promote Academic Success by Matching Curriculum to Student SkillsPromote Academic Success by Matching Curriculum to Student Skills

77 Establish an Effective Hierarchy of Consequences for Problem BehaviorEstablish an Effective Hierarchy of Consequences for Problem Behavior

88 Vary Modes of InstructionVary Modes of Instruction

99 Have a System for Teachers to Request AssistanceHave a System for Teachers to Request Assistance

1010 Establish a “positive environment” (5 praises for every correction)Establish a “positive environment” (5 praises for every correction)

from Sugai, Colvin, Horner & from Sugai, Colvin, Horner & Lewis-PalmerLewis-Palmer

District Provided District Provided SupportSupport

Annemeike Golly presented 2 hour training on Annemeike Golly presented 2 hour training on Classroom Management for all elementary Classroom Management for all elementary teachers.teachers.

Three Half-day trainings provided for Three Half-day trainings provided for classified and certified staffclassified and certified staff

Training provided for music, PE, and Training provided for music, PE, and library/media teacherslibrary/media teachers

But More Support is But More Support is Needed!Needed!

Achieving Training OutcomesAchieving Training OutcomesJoyce & Showers (2002)Joyce & Showers (2002)

OUTCOMESKnowledge (thorough)

Skill Demonstration

Use in the classroom/

school

Theory & Discussion

+ Demonstration/ modeling

+ Practice & Feedback in Training

+ Coaching (ongoing follow-up & support) 21

0%10% 5%

0%20%30%

5%60%60%

95%95%95%

Coaching DefinedCoaching Defined

CoachingCoaching is the active and iterative is the active and iterative delivery of:delivery of:

(a) (a) promptsprompts that increase successful that increase successful

behavior, andbehavior, and (b)(b) corrections corrections that decrease unsuccessful that decrease unsuccessful

behavior.behavior.

Goals of CoachingGoals of Coaching

Fluency with trained skillsFluency with trained skills

Adaptation of trained concepts/skills to local Adaptation of trained concepts/skills to local contexts and challengescontexts and challenges And new challenges that ariseAnd new challenges that arise

Rapid redirection from miss-applicationsRapid redirection from miss-applications

Increased fidelity of overall implementationIncreased fidelity of overall implementation

The Plan – Part 1The Plan – Part 1

Identify Master TeachersIdentify Master Teachers

Principals/Counselor nominationPrincipals/Counselor nomination

Invitation to Master Teachers to participateInvitation to Master Teachers to participate

Schedule the filmingSchedule the filming

Film Master TeachersFilm Master Teachers

Create Video training DVDsCreate Video training DVDs

Create Feedback toolCreate Feedback tool

You have been nominated You have been nominated by your administrator!by your administrator!

We’re looking for:We’re looking for:

Strategies for continuing classroom instruction, even when Strategies for continuing classroom instruction, even when problem behavior occurs.problem behavior occurs.

Positive environment is maintained (5 positive comments to every Positive environment is maintained (5 positive comments to every correction, first comment positive, etc.).correction, first comment positive, etc.).

Classroom expectations and routines are taught and re-taught.Classroom expectations and routines are taught and re-taught.

Academic engagement is maximized (student have opportunities Academic engagement is maximized (student have opportunities to respond -0.5/min).to respond -0.5/min).

Self-management routines are established (students know what to Self-management routines are established (students know what to do when they enter in the morning or what to do when they finish do when they enter in the morning or what to do when they finish work).work).

Varied modes of instruction are used.Varied modes of instruction are used.

The Plan – Part 2The Plan – Part 2

Identify schools with the most need (pilot schools)Identify schools with the most need (pilot schools)

Determine with principal best approach to sharing Determine with principal best approach to sharing trainingtraining

Options: total staff training, team level or Options: total staff training, team level or individual teacherindividual teacher

Targeted group Completes Pre-Assessment using Targeted group Completes Pre-Assessment using Horner et. al. Classroom Management Self Horner et. al. Classroom Management Self Assessment ToolAssessment Tool

Self-Assessment ToolSelf-Assessment Tool

The Plan Part 3The Plan Part 3

Targeted group views the video and uses the feedback Targeted group views the video and uses the feedback tool to identify the classroom management strategies tool to identify the classroom management strategies they observed the Master Teacher using.they observed the Master Teacher using.

Individual teachers target one area to focus on in their Individual teachers target one area to focus on in their classroom for the coming week.classroom for the coming week.

We recommend that targeted teachers video themselves We recommend that targeted teachers video themselves and use the feedback tool to identify their strengths and use the feedback tool to identify their strengths and areas for development. Upon request, a coach will and areas for development. Upon request, a coach will review the teacher’s video and feedback tool with the review the teacher’s video and feedback tool with the teacher and provide additional support.teacher and provide additional support.

A month after viewing the initial training video, targeted A month after viewing the initial training video, targeted teachers will complete the post assessment using the teachers will complete the post assessment using the Horner Self-Assessment Tool.Horner Self-Assessment Tool.

Feedback ToolFeedback Tool

Our Next StepOur Next Step

Piloting of staff development using video Piloting of staff development using video vingnettes of master teachers will begin in vingnettes of master teachers will begin in April at Byrom ElementaryApril at Byrom Elementary

Chosen because self-assessment survey Chosen because self-assessment survey results were low and principal was very results were low and principal was very supportive and interested in offering this supportive and interested in offering this support to his staff.support to his staff.

Pilot Approach – Chosen by Principal – Offer Pilot Approach – Chosen by Principal – Offer training to all staff, but personally ask the training to all staff, but personally ask the most respected staff as well as teachers on most respected staff as well as teachers on probation to participate probation to participate

Sample Training VideoSample Training Video

Questions?Questions?

Contact us: Contact us:

Judy Arthur: Judy Arthur: jarthur@ttsd.k12.or.us

Sally Helton: Sally Helton: shelton@ttsd.k12.or.us