classroom systems fidelity

Classroom Systems Fidelity

Catherine Shwaery,Sheppard Pratt Health Systemcshwaery@pbismaryland.org

Acknowledgement for this presentation

• National PBIS TA Center

• Brandi Simonsen, Ph.D.– University of Connecticut

• Missouri Schoolwide Positive Behavior Support (MO SW-PBS)

Participants will…

1. Become familiar with the Benchmarks of Quality elements for Class-wide Systems (CWPBIS)

2. Discuss how to measure effectiveness of CWPBIS through screening and monitoring

3. Hear from colleagues on CWPBIS professional development for supporting teachers

Materials

Presentation handout

Maryland PBIS Classroom Observation Tools

Action Planner

Benchmarks of Quality (BOQs)

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

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

44. Expected behavior routines in classroom are taught

2 points 1 point 0 pointEvident in most classrooms(>75% of classrooms)

Evident in many classrooms(50-75% of classrooms)

Evident in only a fewclassrooms (<50% of classrooms)

HOW WILL YOU KNOW?

45. Classroom teachers use immediate and specific praise

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

2 points 1 point 0 pointEvident in most classrooms(>75% of classrooms)

Evident in many classrooms(50-75% of classrooms)

Evident in only a fewclassrooms (<50% of classrooms)

HOW WILL YOU KNOW?

Benchmarks of Quality (BOQs)

4 PBIS Elements

Supporting Social Competence & Academic Achievement

Supporting Decision Making

Supporting Student Behavior

Supporting Staff Behavior

Outcomesfor Supporting Social Competence & Academic Achievement

What outcomes do you have for CWPBIS in your school? In your district?

Are these reflected in the action plan(s) for your school? For your district?

Data for Supporting Decision Making

What data will you collect to: Evaluate CWPBIS Identify teachers who need support Progress monitor

Are these data reflected in the action plan(s) for your school?

Practicesfor Supporting Student Behavior

Can all your teachers identify, describe, and fluently implement evidence-based CWPBIS practices?

Can your teachers tweak practices to support most students in their classrooms?

Systemsfor Supporting Staff Behavior

• What systems do you have in place for all teachers (PD)?

• What self-management strategies do you have in place for some teachers?

• Do you provide consultation to individual teachers who need intensive support?

Tier 1Universal PD: Training & Self-

Monitoring

Tier 2Targeted PD:

Self-Management

Tier 3Intensive PD: Data-driven Consultation

(Simonsen, MacSuga, Briere, Freeman, Myers, Scott, & Sugai, in press)

Discussion

1. Do you provide professional development on Classroom Systems for teachers within your school?

2. Please share how you are providing professional development on Classroom Systems within a small group.

3. Choose a couple of examples to share with the large group.

Thank you for all you do for our students, staff and community

through PBIS!