Transcript SWPBS: Review, Updates, & Action Planning George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut July 6 2011 www.pbis.org www.scalingup.org www.cber.org.

SWPBS:
Review, Updates, & Action
Planning
George Sugai
OSEP Center on PBIS
Center for Behavioral Education & Research
University of Connecticut
July 6 2011
www.pbis.org
www.scalingup.org
www.cber.org
Introductions
Attendees
• Name
• Position
School features
• Demographics
• Status of discipline & behavior: Good, Fair, Poor
PBIS Implementation
• SW: Full, Partial, None
• Individual Student: : Full, Partial, None
Your outcomes
• What would you like to get out of meeting?
SWPBS is about….
Improving
classroom &
school climate
Integrating
Decreasing
academic &
reactive
behavior
management
initiatives
Improving
support for
students w/
EBD
Maximizing
academic
achievement
SWPBS Implementation “Infidelity”
“SWPBS is intervention”
“Let’s schedule Rob Horner for our in-service day”
“Let’s do SWPBS during morning advisory”
“Can I visit your school & see SWPBS in action?”
“SWPBS is about giving kids tangible rewards”
“She’s a tier 3 kid; give her 2 day suspension”
“Shut up, & show me some respect”
Nondata-based
decision making
Insufficient
resources
Lacking
implementation
framework
Limited
differentiation
Competing
initiatives
Lack of
expert
capacity
No theory of
action or
change
Problem Statement
“We give schools strategies &
systems for improving practice &
outcomes, but implementation is
not accurate, consistent, or
durable, & desired outcomes aren’t
realized. School personnel & teams
need more than exposure, practice,
& enthusiasm.”
Emphasis on
punishment
Poor
implementation
fidelity
Nonconstructive
Reactive
1980s
SW
Discipline
Problem
Limited
effects
“Abbreviated” SWPBS History
1980s RTC
2001 OR Beh
Res Ctr
2002 PBIS-II
2011
Implementation
Sustainability &
Scaling
1988 PBS
2000 PBIS TA
Guide
2004 PBS Impl
Blue
May 2010
SWPBS Train
Blue
1991 Proj
PREPARE
1998 PBIS-I
2007 SISEP
Mar 2010
SWPBS Impl
Blue
1997 EBS Demo
1997 IDEA-r
2008 PBIS-III
Jan 2010
SWPBS Eval
Blue
SWPBS Foundations
Colvin, G., & Sugai, G. (1992). School-wide discipline: A behavior
instruction model. 1992 Oregon conference monograph. Eugene, OR:
University of Oregon.
Sugai, G., & Horner, R. (1994). Including students with severe behavior
problems in general education settings: Assumptions, challenges, and
solutions. In J. Marr, G. Sugai, & G. Tindal (Eds.). The Oregon conference
monograph (Vol. 6) (pp. 102-120). Eugene, OR: University of Oregon.
Colvin, G., Kame’enui, E. J., & Sugai, G. (1993). School-wide and
classroom management: Reconceptualizing the integration and
management of students with behavior problems in general education.
Education and Treatment of Children, 16, 361-381.
Walker, H. M., Horner, R. H., Sugai, G., Bullis, M., Sprague, J. R.,
Bricker, D., & Kaufman, M. J. (1996). Integrated approaches to
preventing antisocial behavior patterns among school-age children and
youth. Journal of Emotional and Behavioral Disorders, 4, 193-256.
“Big Ideas” from Early Years
Teach & recognize behavior directly, school-wide
• Colvin & Sugai (1992)
Focus adult behavior in team-based SW action planning
• Colvin, Kame’enui, & Sugai (1993)
Consider ALL as foundation for some by establishing local
behavioral expertise
• Sugai & Horner (1994)
Integrate evidence-based practices in 3-tiered prevention
logic
• Walker, Horner, Sugai, Bullis, Sprague, Bricker, & Kaufman (1996)
Changing Adult Behavior
1.
“Change is
slow,
difficult,
gradual
process
for
teachers
Guskey, 1986, p. 59
2.
“Teachers
need to
receive
regular
feedback
on student
learning
outcomes”
3.
“Continued
support &
follow-up
are
necessary
after initial
training”
SWPBS Logic!
Successful individual student
behavior support is linked to
host environments or school
climates that are effective,
efficient, relevant, durable,
scalable, & logical for all
students
(Zins & Ponti, 1990)
SWPBS
Practices
Classroom
Non-classroom
Student
• Smallest #
• Evidence-based
Family
• Biggest, durable effect
SCHOOL-WIDE
CLASSROOM
1.1. Leadership team
1.All school-wide
2.Behavior purpose statement
3.Set of positive expectations & behaviors
4.Procedures for teaching SW & classroom-wide
expected behavior
5.Continuum of procedures for encouraging
expected behavior
EVIDENCEBASED
INTERVENTION
PRACTICES
6.Continuum of procedures for discouraging rule
violations
INDIVIDUAL STUDENT
2.Function-based behavior support planning
3.Team- & data-based decision making
4.Comprehensive person-centered planning &
wraparound processes
5.Targeted social skills & self-management
instruction
6. Individualized instructional & curricular
accommodations
3.Positively stated expectations posted, taught,
reviewed, prompted, & supervised.
4.Maximum engagement through high rates of
opportunities to respond, delivery of evidencebased instructional curriculum & practices
5.Continuum of strategies to acknowledge displays
of appropriate behavior.
6.Continuum of strategies for responding to
inappropriate behavior.
7.Procedures for on-going data-based monitoring &
evaluation
1.Behavioral competence at school & district levels
2.Maximum structure & predictability in routines &
environment
NONCLASSROOM
1.Positive expectations & routines
taught & encouraged
FAMILY ENGAGEMENT
1.Continuum of positive behavior support for all
families
2.Frequent, regular positive contacts,
2.Active supervision by all staff (Scan, communications, & acknowledgements
move, interact)
3.Formal & active participation & involvement as
3.Precorrections & reminders
equal partner
4.Positive reinforcement
4.Access to system of integrated school &
community resources
School-wide
1. Leadership team
2. Behavior purpose statement
3. Set of positive expectations & behaviors
4. Procedures for teaching SW & classroom-wide
expected behavior
5. Continuum of procedures for encouraging expected
behavior
6. Continuum of procedures for discouraging rule
violations
7. Procedures for on-going data-based monitoring &
evaluation
Basics
Bicycling
• Keep max. air pressure
Cooking
• Keep knife sharp
Billiards
• Keep cue level & follow through
Research
• Describe mechanism of applied
problems
PBIS
• Multi-tiered prevention
framework
Biglan 1995
Definition
Decrease development
of NEW occurrences of
problem behavior
Decrease intensity,
frequency, & severity of
EXISTING problem
behavior
Prevention Logic for All
Biglan, 1995; Mayer, 1995; Walker et al., 1996
Decrease
development
of new
problem
behaviors
Prevent
worsening &
reduce
intensity of
existing
problem
behaviors
Eliminate
Teach,
triggers &
monitor, &
maintainers of acknowledge
problem
prosocial
behaviors
behavior
Redesign of teaching environments…not students
Teaching Academics &
Behaviors
ADJUST for
Efficiency
MONITOR &
ACKNOWLEDGE
Continuously
DEFINE
Simply
MODEL
PRACTICE
In Setting
Expectations
Teaching
Matrix
SETTING
All
Settings
Hallways
Playgrounds
Cafeteria
Library/
Compute
r Lab
Study,
read,
compute.
Sit in one
spot.
Watch for
your stop.
Assembly
Bus
Respect
Ourselves
Be on task.
Give your
best effort.
Be
prepared.
Walk.
Have a plan.
Eat all your
food.
Select
healthy
foods.
Respect
Others
Be kind.
Hands/feet
to self.
Help/share
with
others.
Use normal
voice
volume.
Walk to
right.
Play safe.
Include
others.
Share
equipment.
Practice
good table
manners
Whisper.
Return
books.
Listen/watch.
Use
appropriate
applause.
Use a quiet
voice.
Stay in your
seat.
Respect
Property
Recycle.
Clean up
after self.
Pick up
litter.
Maintain
physical
space.
Use
equipment
properly.
Put litter in
garbage can.
Replace
trays &
utensils.
Clean up
eating area.
Push in
chairs.
Treat
books
carefully.
Pick up.
Treat chairs
appropriately.
Wipe your
feet.
Sit
appropriately.
Typical Contexts/
Routines
All
Morning Meeting
Classroom-Wide Rules/Expectations
Respect Others
Respect Property
Respect Self
Use inside voice.
Recycle paper.
Do your best.
Raise hand to
Put writing tools inside
Ask.
answer/talk.
desk.
Put announcements in
Eyes on speaker.
Put check by my
desk.
Give brief answers.
announcements.
Keep feet on floor.
Homework
Do own work.
Turn in before lesson.
Transition
Use inside voice.
Keep hands to self.
“I Need
Assistance”
Teacher Directed
Raise hand or show
“Assistance Card”.
Wait 2 minutes & try
again.
Eyes on speaker.
Keep hands to self.
Independent Work
Use inside voice.
Keep hands to self.
Problem to Solve
Stop, Step Back,
Think, Act
Put homework neatly in Turn in lesson on time.
box.
Do homework
Touch your work only.
night/day before.
Put/get materials first.
Keep hands to self.
Have plan.
Go directly.
Have materials ready.
Have plan.
Ask if unclear.
Use materials as
intended.
Use materials as
intended.
Return with done.
Stop, Step Back,
Think, Act
Have plan.
Ask.
Use time as planned.
Ask.
Stop, Step Back,
Think, Act
Family
Teaching
Matrix
Expectations
Respect
Ourselves
Respect
Others
Respect
Property
SETTING
At home
Morning
Routine
Homework
Meal
Times
In Car
Play
Bedtime
SWPBS (aka PBIS/RtI) is
Framework for enhancing
adoption & implementation of
Continuum of evidencebased interventions to
achieve
Academically & behaviorally
important outcomes for
All students
GENERAL
IMPLEMENTATION
PROCESS:
“Getting Started”
Team
Agreements
Data-based
Action Plan
Evaluation
Implementation
Integrated
Elements
Supporting Social Competence &
Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
PRACTICES
Supporting
Student Behavior
CONTINUUM OF
SCHOOL-WIDE
INSTRUCTIONAL &
POSITIVE BEHAVIOR
SUPPORT
FEW
~5%
~15%
SOME
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
ALL
~80% of Students
Tertiary Prevention:
Specialized
Individualized
Systems for Students
with High-Risk Behavior
Secondary Prevention:
Specialized Group
Systems for Students
with At-Risk Behavior
Intensive
Targeted
Universal
Few
Some
All
Dec 7, 2007
Continuum of
Support for
ALL
Math
Intensive
Science
Continuum of
Support for ALL
“Theora”
Targeted
Spanish
Reading
Soc skills
Universal
Soc Studies
Basketball
Label behavior…not
people
Dec 7, 2007
Intensive
Continuum of
Support for
ALL:
“Molcom”
Anger man.
Prob Sol.
Targeted
Ind. play
Adult rel.
Self-assess
Attend.
Universal
Coop play
Peer interac
Label behavior…not
Dec 7, 2007 people
Implementation Levels
Student
Classroom
School
District
State
Funding
Visibility
Political
Support
Policy
SWPBS
Implementation LEADERSHIP TEAM
Blueprint
(Coordination)
www.pbis.org
Training
Coaching
Evaluation
Local School/District Implementation
Demonstrations
Behavioral
Expertise
IMPLEMENTATION
W/ FIDELITY
CONTINUUM OF
CONTINUOUS
EVIDENCE-BASED
PROGRESS
INTERVENTIONS
MONITORING
UNIVERSAL
SCREENING
RtI
DATA-BASED
DECISION MAKING
& PROBLEM
SOLVING
CONTENT
EXPERTISE &
FLUENCY
TEAM-BASED
IMPLEMENTATION
Responsiveness to Intervention
Academic Systems
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•High Intensity
Circa 1996
1-5%
5-10%
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
Universal Interventions
•All students
•Preventive, proactive
Behavioral Systems
80-90%
1-5%
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•Intense, durable procedures
5-10%
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
80-90%
Universal Interventions
•All settings, all students
•Preventive, proactive
Responsiveness to
Intervention
Social
Sciences
Specials
SWPBS
Etc.
Literacy &
Writing
Numeracy
&
Sciences
Literacy
Intensive
School Climate
Continuum of
Support for ALL
“IFB School”
Targeted
Technology Numeracy
Social Studies
Writing
Attendance
Universal
Specials
Align
supports
Dec 7,
2007
Science
Trek E.S.
Intensive
Bianchi M.S.
Targeted
Jamis E.S.
Continuum of
Support for ALL
“District:
Literacy”
Masi H.S.
Serrota E.S.
Look M.S.
Look M.S.
Universal
Davidson M.S.
Specials
Align
supports
Dec 7,
2007
Science
Student
Behavior
Teacher
Practice
Continua of
Responsiveness
& Support
CONTEXT
or
SETTING
School
Reform
District
Operations
Academic-Behavior Connection
Algozzine, B., Wang, C., & Violette, A. S. (2011). Reexamining the relationship between
academic achievement and social behavior. Journal of Positive Behavioral
Interventions, 13, 3-16.
Burke, M. D., Hagan-Burke, S., & Sugai, G. (2003). The efficacy of function-based
interventions for students with learning disabilities who exhibit escape-maintained
problem behavior: Preliminary results from a single case study. Learning Disabilities
Quarterly, 26, 15-25.
McIntosh, K., Chard, D. J., Boland, J. B., & Horner, R. H. (2006). Demonstration of combined
efforts in school-wide academic and behavioral systems and incidence of reading and
behavior challenges in early elementary grades. Journal of Positive Behavioral
Interventions, 8, 146-154.
McIntosh, K., Horner, R. H., Chard, D. J., Dickey, C. R., and Braun, D. H. (2008). Reading
skills and function of problem behavior in typical school settings. Journal of Special
Education, 42, 131-147.
Nelson, J. R., Johnson, A., & Marchand-Martella, N. (1996). Effects of direct instruction,
cooperative learning, and independent learning practices on the classroom behavior of
students with behavioral disorders: A comparative analysis. Journal of Emotional and
Behavioral Disorders, 4, 53-62.
Wang, C., & Algozzine, B. (2011). Rethinking the relationship between reading and behavior
in early elementary school. Journal of Educational Research, 104, 100-109.
Behavior
Continuum
Academic
Continuum
RTI
Integrated
Continuum
Mar 10 2010
Where are you in implementation process?
Adapted from Fixsen & Blase, 2005
EXPLORATION &
ADOPTION
INSTALLATION
• We think we know what we need, so we
ordered 3 month free trial (evidence-based)
• 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
(investment)
SUSTAINABILITY &
CONTINUOUS
REGENERATION
• Let’s make it our way of doing business
(institutionalized use)
Start
w/
What
Works
Focus
on
Fidelity
Detrich, Keyworth, & States (2007). J. Evid.-based Prac. in Sch.
RCT & Group Design PBIS Studies
Bradshaw, C.P., Koth, C.W., Thornton, L.A., & Leaf, P.J. (2009). Altering school climate
through school-wide Positive Behavioral Interventions and Supports: Findings from a
group-randomized effectiveness trial. Prevention Science, 10(2), 100-115
Bradshaw, C.P., Koth, C.W., Bevans, K.B., Ialongo, N., & Leaf, P.J. (2008). The impact of
school-wide Positive Behavioral Interventions and Supports (PBIS) on the
organizational health of elementary schools. School Psychology Quarterly, 23(4), 462473.
Bradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (2010). Examining the effects of School-Wide
Positive Behavioral Interventions and Supports on student outcomes: Results from a
randomized controlled effectiveness trial in elementary schools. Journal of Positive
Behavior Interventions, 12, 133-148.
Bradshaw, C.P., Reinke, W. M., Brown, L. D., Bevans, K.B., & Leaf, P.J. (2008).
Implementation of school-wide Positive Behavioral Interventions and Supports (PBIS) in
elementary schools: Observations from a randomized trial. Education & Treatment of
Children, 31, 1-26.
Horner, R., Sugai, G., Smolkowski, K., Eber, L., Nakasato, J., Todd, A., & Esperanza, J.,
(2009). A randomized, wait-list controlled effectiveness trial assessing school-wide
positive behavior support in elementary schools. Journal of Positive Behavior
Interventions, 11, 133-145.
Horner, R. H., Sugai, G., & Anderson, C. M. (2010). Examining the evidence base for
school-wide positive behavior support. Focus on Exceptionality, 42(8), 1-14.
Sample Teaming Matrix
Initiative,
Committee
Purpose
Outcome
Target
Group
Staff
Involved
SIP/SID
Attendance
Committee
Increase
attendance
Increase % of
students attending
daily
All students
Eric, Theora,
Ellen, Marlee
Goal #2
Character
Education
Improve
character
Improve character
All students
Marlee,
Marcellus,
Max, Ellen
Goal #3
Safety
Committee
Improve safety
Predictable response
to threat/crisis
Dangerous
students
Has not met
Goal #3
School Spirit
Committee
Enhance school
spirit
Improve morale
All students
Has not met
Discipline
Committee
Improve behavior
Decrease office
referrals
Bullies,
antisocial
students,
repeat
offenders
Ellen, Eric,
Marlee,
Marcellus,
Otis
DARE
Committee
Prevent drug use
High/at-risk
drug users
Don
EBS Work Group
Implement 3-tier
model
All students
Eric, Ellen,
Marlee, Otis,
Emma,
Barney
Decrease office
referrals, increase
attendance, enhance
academic
engagement, improve
Goal #3
Goal #2
Goal #3
SWPBS
Practices
Classroom
Non-classroom
• Smallest #
• Evidence-based
Family
• Biggest, durable effect
Student &
Family
SCHOOL-WIDE
CLASSROOM
1.1. Leadership team
1.All school-wide
2.Behavior purpose statement
3.Set of positive expectations & behaviors
4.Procedures for teaching SW & classroom-wide
expected behavior
5.Continuum of procedures for encouraging
expected behavior
EVIDENCEBASED
INTERVENTION
PRACTICES
6.Continuum of procedures for discouraging rule
violations
INDIVIDUAL STUDENT
2.Function-based behavior support planning
3.Team- & data-based decision making
4.Comprehensive person-centered planning &
wraparound processes
5.Targeted social skills & self-management
instruction
6. Individualized instructional & curricular
accommodations
3.Positively stated expectations posted, taught,
reviewed, prompted, & supervised.
4.Maximum engagement through high rates of
opportunities to respond, delivery of evidencebased instructional curriculum & practices
5.Continuum of strategies to acknowledge displays
of appropriate behavior.
6.Continuum of strategies for responding to
inappropriate behavior.
7.Procedures for on-going data-based monitoring &
evaluation
1.Behavioral competence at school & district levels
2.Maximum structure & predictability in routines &
environment
NONCLASSROOM
1.Positive expectations & routines
taught & encouraged
FAMILY ENGAGEMENT
1.Continuum of positive behavior support for all
families
2.Frequent, regular positive contacts,
2.Active supervision by all staff (Scan, communications, & acknowledgements
move, interact)
3.Formal & active participation & involvement as
3.Precorrections & reminders
equal partner
4.Positive reinforcement
4.Access to system of integrated school &
community resources
ESTABLISHING CONTINUUM of SWPBS
~5%
~15%
TERTIARY
TERTIARY PREVENTION
PREVENTION
•• Function-based support
•• Wraparound
•• Person-centered planning
••
••
SECONDARY
SECONDARY PREVENTION
PREVENTION
•• Check in/out
•• Targeted social skills instruction
•• Peer-based supports
•• Social skills club
••
~80% of Students
PRIMARY
PRIMARY PREVENTION
PREVENTION
•• Teach SW expectations
•• Proactive SW discipline
•• Positive reinforcement
•• Effective instruction
•• Parent engagement
••
Data Decision Making
Educationally relevant outcomes
Implementation fidelity
Clearly defined & relevant indicators
System for easy input & output
Data rules for decision making
Team-based mechanism for action planning
Culture is the extent to which a group of
individuals engage in overt & verbal behavior
reflecting shared behavioral learning histories,
serving to differentiate the group from other
groups, & predicting how individuals within the
group act in specific setting conditions.
That is, culture reflects a
collection of common verbal
& overt behaviors that are
learned & maintained by a
set of similar social &
environmental contingencies
(i.e., learning history).
Emphasis is on applied
settings with recognition
that group membership is (a)
flexible & dynamic, & (b)
changed & shaped over
time, across generations, &
from one setting to another.
2011+ Basic Big Ideas
1. • Invest in prevention
2. • Teach, supervise, reinforce
3. • Emphasize implementation framework
4. • Integrate outcomes, data, practices, & systems
5. • Invest in multi-tiered prevention logic
6. • Adopt doable implementation blueprint
7. • Embed response-to-intervention logic
8. • Integrate literacy & behavior implementation & supports
9. • Align professional development & support with implementation phase
10. • Implement evidence-based practice with fidelity
11. • Work smarter by doing a few effective things very well
12. • Guide decisions with data
Bullying Program Component
Review Purpose
Identify programming components of
established methods
Identify skills of key groups
Determine adherence to RTI prevention &
intervention logic
Preliminary Conclusions
Develop method that outlines strategies for all key
groups
Operationally define behaviors & “focus skills” for all
key members
Emphasize identification & teaching skills for students
engaging in bullying behavior
Emphasize data use to make programming decisions.
What is “bullying?”
Remember
“Label
behavior, not
people…’
So, say, “bully
behavior”
Behavior
Verbal/physical
aggression,
intimidation,
harassment,
teasing,
manipulation
Why do bully behavior?
Get/obtain
Escape/avoid
E.g., stuff, things, attention,
status, money, activity,
attention, etc.
E.g., same…but less likely
Why is “why” important?
PREVENTION
Teach
effective,
efficient,
relevant
alt. SS
Remove
triggers of
BB
Add
triggers
for alt. SS
Remove
conseq.
that
maintain
BB
De-emphasis on adding consequence for
problem behavior
Add
conseq.
that
maintain
SS
Target
Initiator
Continuum
of Behavior
Fluency
Context
or
Setting
Bystander
Staff
Doesn’t Work
•
•
•
•
•
•
Label student
Exclude student
Blame family
Punish student
Assign restitution
Ask for apology
Works
• Teach targeted social
skills
• Reward social skills
• Teach all
• Individualize for nonresponsive behavior
• Invest in positive
school-wide culture
1. Teach
common
strategy
to all
•“Stop-Walk-Talk”
•“Talk-Walk-Squawk”
•“Whatever & Walk”
www.pbis.org
Baseline
Acquisition
Full BP-PBS Implementation
10
Rob
8
6
School 1
4
Number of Incidents of Bullying Behavior
2
0
10
Bruce
8
6
4
2
0
10
8
Cindy
6
School 2
4
2
0
10
Scott
8
6
4
2
0
10
8
Anne
6
School 3
4
2
0
10
8
Ken
6
4
2
0
78
3.14
School
Days 1.88
Scott Ross, University
of Oregon
.88
72%
Conditional Probabilities of Bystander Responses to
Problem Behavior
50%
BP-PBS
22% decrease
40%
21% increase
30%
20%
79
Scott Ross, UniversityBP-PBS,
of OregonScott Ross
No Response
Negative
Response
(crying/fighting
back)
"Walk"
0%
Positive Response
(laughing/cheering)
10%
"Stop"
Probability of Response
Baseline
2.
Precorrect
Before,
During,
After
• Analyze problem setting
• Reteach
• Anticipate, remind, &
practice
• Replace triggers &
maintainers
• Reinforce desired
3.
Actively
Supervise
•Move
•Scan
•Interact positively
•Model expectations
•Reward appropriate
behavior
•Remind & precorrect
Non-Classroom Management: Self-Assessment
Name______________________________
Date_____________
Setting □ Hallway □ Entrance □ Cafeteria
□ Playground □ Other_______________
Time Start_________
Time End _________
Tally each Positive Student Contacts
Total #
Tally each Negative Student Contacts
Total #
Ratio of Positives to Negatives: _____: 1
1. Did I have at least 4 positive for 1 negative student contacts?
Yes
No
2. Did I move throughout the area I was supervising?
Yes
No
3. Did I frequently scan the area I was supervising?
Yes
No
4. Did I positively interact with most of the students in the area?
Yes
No
5. Did I handle most minor rule violations quickly and quietly?
Yes
No
6. Did I follow school procedures for handling major rule violations?
Yes
No
7. Do I know our school-wide expectations (positively stated rules)?
Yes
No
8. Did I positively acknowledge at least 5 different students for
displaying our school-wide expectations?
Yes
No
Overall active supervision score:
7-8 “yes” = “Super Supervision”
5-6 “yes” = “So-So Supervision”
<5 “yes” = “Improvement Needed”
# Yes______
•Specific
•Informative
4.
Reinforce •Frequent
Taught •Effective
•Contextually relevant
Skills
•Sincere
School-wide
1. Leadership team
2. Behavior purpose statement
3. Set of positive expectations & behaviors
4. Procedures for teaching SW & classroom-wide
expected behavior
5. Continuum of procedures for encouraging expected
behavior
6. Continuum of procedures for discouraging rule
violations
7. Procedures for on-going data-based monitoring &
evaluation
Classroom
• All school-wide
• Maximum structure & predictability in routines &
environment
• Positively stated expectations posted, taught, reviewed,
prompted, & supervised.
• Maximum engagement through high rates of opportunities
to respond, delivery of evidence-based instructional
curriculum & practices
• Continuum of strategies to acknowledge displays of
appropriate behavior, including contingent & specific
praise, group contingencies, behavior contracts, token
economies
• Continuum of strategies for responding to inappropriate
behavior, including specific, contingent, brief corrections
for academic & social behavior errors, differential
reinforcement of other behavior, planned ignoring,
response cost, & timeout.
Essential Behavior &
Classroom Management
Practices
See Classroom Management SelfChecklist (7r)
Classroom Management: Self-Assessment
Teacher__________________________
Rater_______________________
Date___________
Instructional Activity
Time Start_______
Time End________
Tally each Positive Student
Contacts
Total #
Tally each Negative
Student Contacts
Ratio of Positives to Negatives: _____ to 1
Total #
Classroom Management Practice
Rating
1.
I have arranged my classroom to minimize crowding and distraction
Yes
No
2.
I have maximized structure and predictability in my classroom (e.g., explicit classroom
routines, specific directions, etc.).
Yes
No
3.
I have posted, taught, reviewed, and reinforced 3-5 positively stated expectations (or rules).
Yes
No
4.
I provided more frequent acknowledgement for appropriate behaviors than inappropriate
behaviors (See top of page).
Yes
No
5.
I provided each student with multiple opportunities to respond and participate during
instruction.
Yes
No
6.
My instruction actively engaged students in observable ways (e.g., writing, verbalizing)
Yes
No
7.
I actively supervised my classroom (e.g., moving, scanning) during instruction.
Yes
No
8.
I ignored or provided quick, direct, explicit reprimands/redirections in response to
inappropriate behavior.
Yes
No
9.
I have multiple strategies/systems in place to acknowledge appropriate behavior (e.g.,
class point systems, praise, etc.).
Yes
No
Yes
No
10. In general, I have provided specific feedback in response to social and academic behavior
errors and correct responses.
Overall classroom management score:
10-8 “yes” = “Super”
7-5 “yes” = “So-So”
# Yes___
<5 “yes” = “Improvement Needed”
Non-classroom
• Positive expectations & routines
taught & encouraged
• Active supervision by all staff
– Scan, move, interact
• Precorrections & reminders
• Positive reinforcement
Non-Classroom Management: Self-Assessment
Name______________________________
Date_____________
Setting □ Hallway □ Entrance □ Cafeteria
□ Playground □ Other_______________
Time Start_________
Time End _________
Tally each Positive Student Contacts
Total #
Tally each Negative Student Contacts
Total #
Ratio of Positives to Negatives: _____: 1
1. Did I have at least 4 positive for 1 negative student contacts?
Yes
No
2. Did I move throughout the area I was supervising?
Yes
No
3. Did I frequently scan the area I was supervising?
Yes
No
4. Did I positively interact with most of the students in the area?
Yes
No
5. Did I handle most minor rule violations quickly and quietly?
Yes
No
6. Did I follow school procedures for handling major rule violations?
Yes
No
7. Do I know our school-wide expectations (positively stated rules)?
Yes
No
8. Did I positively acknowledge at least 5 different students for
displaying our school-wide expectations?
Yes
No
Overall active supervision score:
7-8 “yes” = “Super Supervision”
5-6 “yes” = “So-So Supervision”
<5 “yes” = “Improvement Needed”
# Yes______