presented from the wi rti center lori cameron technical assistance coordinator sara summ technical...

Presented From the WI RtI Center Lori Cameron Technical Assistance Coordinator Sara Summ Technical Assistance Coordinator Bonnie Roscovius and Jeff Adams, Tomah HS Planning Professional Development for Classroom Management The Wisconsin RtI Center/Wisconsin PBIS Network (CFDA #84.027) acknowledges the support of the Wisconsin Department of Public Instruction in the development of this presentation and for the continued support of this federally-funded grant program. There are no copyright restrictions on this document; however, please credit the Wisconsin DPI and support of federal funds when copying all or part of this material.

View Video: Do You Believe in Me?Do You Believe in Me? Creating Buy In: Have You Had This Crucial Conversation?

Objectives: Making Connections between Effective Educator and the On-Line Classroom Management Resource Coaching and Applying PBIS at the Classroom Level RtI and PBIS Classroom Management Manual

High Student Engagement = High Achievement Factors that most impact student engagement

academic task Basic Principle In the Classroom: academic skill setbehavior skill set integrated

December, 2012 Senate Judiciary Subcommittee Need an appropriate picture The Need for Culturally Responsive Practices

Whats so in Wisconsin?

8 Step Teacher Evaluation Process Step 1: Orientation Step 2: Data Review and Self Reflection Step 3: Evaluation Planning/Goal Setting Step 4: Observations, Evidence Collection and Ongoing Feedback Step 5: Mid-Year Review Step 6: Final Teacher Evaluation Step 7: Final Evaluation and Conference Step 8: Use of Evaluation Results PD Handout

Effective Professional Development COMPONENTSKNOWLEDGESKILLTRANSFER Study of Theory 85%15%5% Demonstration 85%20%5-10% Practice and Feedback 85%80%15-20% Coaching 90% 80-90%

Whats Data Got to Do With It? Tells you where the need is Give baseline information to measure improvement Monitors implementation progress Measure implementation fidelity Measures the impact of the training

Step 2: Data Review/Self Reflection Knowledge Survey Self Reflection Checklists Framework Outline ODRs from Learning Environment Disaggregated Data BOQ/SAS Data

Implementation Data

Classroom Management Checklists Self Reflection Checklist Handout: Checklists

Disaggregated Discipline Referral Data

Why Focus on Classroom Management? Increases instructional time by preventing problem behavior Frees teachers from correcting misbehavior Improves classroom climate Creates shared ownership of the classroom Develops self-discipline

WE LEARN: 10% of what we read 20% of what we hear 30% of what we see 50% of what we both see and hear 70% of what is discussed with others 80% of what we experience personally 95% of what we TEACH to others William Glasser Vermont PBIS Universal Training Sdkfs ps

It is Important to Consider Academic Task Academic Set Skills Behavior Set Skills

Broad statement Apply to all people and settings General statement of behavior Specific behavior Setting specific Define and are aligned with expectations Numerous Sequential All Positively stated Criteria for successful performance Must be taught and rehearsed Routine Procedure that is followed with minimal or no reminders. ExpectationProcedure Rules 3 5 Apply throughout the day

Handout:

Outlining the Universal Expectations of Your Classroom Environment Use + to indicate that the practice is fully/routinely in place Use - to indicate partial use Use O to indicate use not yet in place Note: Think about Replacing colors with +, - and circle

Expectations Pre- Correct Reminders Setting School-Wide Expectations Matrix

EXPECTATIONS Classroom Activities Class-WideArrival Cooperative Learning Groups Independent Seat Work Whole Group Attention Signal: Hollah Back! When I say, Hollah, you say Back Be Respectful Use kind words & actions Use appropriate voice level Enter/exit classroom prepared Use inside voice Listen to others Accept differences Encourage Others Wait your turn to speak Use quiet voice Keep your materials in your work area. Eyes/ears on speaker Raise hand to speak Contribute to learning Be Responsible Follow adult directions Take care of materials/equip ment Place materials in correct area Begin warm-up promptly Use Time Wisely Contribute Complete your part Be a TASK master Use your neighbor Follow directions Take notes Meet your goals Be Safe Keep hands, feet & objects to self Use all equipment & materials appropriately Walk Use Materials Carefully Stay in your designated area Keep hands, feet, and objects to self Keep 6 feet on the floor Keep track of you materials Stay at seat Keep hands, feet, and objects to self Put all materials not in use in desk Expectations Setting Pre- Correct Reminders

EXPECTATIONS Classroom Activities Class-WideArrival Cooperative Learning Groups Independent Seat Work Whole Group Attention Signal: Hollah Back! When I say, Hollah, you say Back Be Respectful Use kind words & actions Use appropriate voice level Enter/exit classroom prepared Use inside voice Listen to others Accept differences Encourage Others Wait your turn to speak Use quiet voice Keep your materials in your work area. Eyes/ears on speaker Raise hand to speak Contribute to learning Be Responsible Follow adult directions Take care of materials/equip ment Place materials in correct area Begin warm-up promptly Use Time Wisely Contribute Complete your part Be a TASK master Use your neighbor Follow directions Take notes Meet your goals Be Safe Keep hands, feet & objects to self Use all equipment & materials appropriately Walk Use Materials Carefully Stay in your designated area Keep hands, feet, and objects to self Keep 6 feet on the floor Keep track of you materials Stay at seat Keep hands, feet, and objects to self Put all materials not in use in desk Rules

Map School-wide Rules & Expectations to Classroom Routines Expectations Be SafeBe ResponsibleBe Respectful Rules Honor personal space Use kind words to resolve differences Take care of materials and equipment Be prompt Use appropriate voices and language Classroom Routines Starting the Day Put personal belongings in designated areas Turn in homework Put instructional materials in desk Begin bell work Talk in soft voices Independent Work Select area to work Have materials ready See 3 before me if you need help Move quietly around the room when necessary Check your work before turning it in Begin next activity when finished Transitions Put materials away on my count Get materials ready for next activity Listen for my directive to move Small group work Listen to your peers, and talk when it is your turn Do your fair share Support your peers and let them do their role Manage time carefully

Classroom Management ala PBIS and The Effective Educator Making Connections

EXPECTATIONS Classroom Activities Class-WideArrival Cooperative Learning Groups Independent Seat Work Whole Group Attention Signal: Hollah Back! When I say, Hollah, you say Back Be Respectful Use kind words & actions Use appropriate voice level Enter/exit classroom prepared Use inside voice Listen to others Accept differences Encourage Others Wait your turn to speak Use quiet voice Keep your materials in your work area. Eyes/ears on speaker Raise hand to speak Contribute to learning Be Responsible Follow adult directions Take care of materials/equip ment Place materials in correct area Begin warm-up promptly Use Time Wisely Contribute Complete your part Be a TASK master Use your neighbor Follow directions Take notes Meet your goals Be Safe Keep hands, feet & objects to self Use all equipment & materials appropriately Walk Use Materials Carefully Stay in your designated area Keep hands, feet, and objects to self Keep 6 feet on the floor Keep track of you materials Stay at seat Keep hands, feet, and objects to self Put all materials not in use in desk Pre- Correct Reminders Rules

Step 2: Data Review/Self Reflection Knowledge Survey Self Reflection Checklists Framework Outline ODRs from Learning Environment Disaggregated Data BOQ/SAS Data

Classroom Management for Academic Engagement Start Here! Classroom Overview Training modules Rules and Routines Acknowledgement Systems Consequence Systems Danielson and Strong Connection (HO)

Using this Resource Teachers can study sections related to their EE goals. The activities qualify as Evidence for EE plans PLCs can study sections and discuss as they would a book study Specific strategies can be part of whole staff professional development PD Handout/Reference

Developing a Training Plan (Step 3: Goal Setting) What will you teach? How will you make connections with: Academics? Cultural Responsive Practices? When will you teach? Prior to School Year During faculty meetings Reinforce during PLCs

Effective Professional Development COMPONENTSKNOWLEDGESKILLTRANSFER Study of Theory 85%15%5% Demonstration 85%20%5-10% Practice and Feedback 85%80%15-20% Coaching 90% 80-90%

Tracking Progress : Step 4 Observations Specific part of Self Reflection Checklists Walk throughs designed for a particular skills Number of Positives To Correctives Reviewing Class Matrix Observing Routine Lesson Elements Recording Positive Acknowledgements

1.Choose a skill that is easily observable 2.Identify key components of the skill 3.Train observers 4.Combine results after observation 5.Repeat several times to graph change Walk Throughs

Professional Learning Communities Designated Coach Video taping and review Walk Throughs Feedback/Coaching

Client Needs/Coaching Strategies

How One School Used this Resource: The Story of Tomah High School Bonnie Roscovius Jeffrey Adams

PBIS Tomah High School 2013-2014 15 new teachers 25% of entire teaching staff new to PBIS

Noticeable trends that have appeared since the implementation of PBIS and RtI at Tomah High School

Number of students that received referrals and the number of discipline events for a 3-year span.

Ratio: Events/Students During the 2010-2011 School Year: There were 4.51 events that occurred for every single student who was sent down with a discipline referral. During the 2011-2012 School Year: There were 3.20 events that occurred for every single student who was sent down with a discipline referral. During the 2012-2013 School Year: There were 3.56 events that occurred for every single student who was sent down with a discipline referral. During the 2013-2014 School Year: There were 3.95 events that occurred for every single student who was sent down with a discipline referral.

Number of events that were classified as Inappropriate Language, Disrespect, and Noncompliant/Defiance

Disruptive Events

Minors Data September, 201115.5/week September, 201215.8/week September, 201315.6/week

What difference does it make to teach procedures? Study of 29 schools where routines were taught the first week of class. Elementary Level On-task behavior increased by 10% High School Level On-task behavior increased by 13% But remember Telling is not Teaching

Student engagement & praise 91% (initial level of engagement) 74% (deliberately withheld praise) 50-69% (no positive praise & tripled criticism of off-task behaviors)

PBIS Strategies we can practice as a staff to increase on-task behaviors!

Positive Praise Immediate Specific Sincere Varied Student referenced Your eyes are on me and your mouth is quiet. Thanks for being ready to learn. Excellent job listening and following directions the first time.

Non-examples of procedures/teacher talk for establishing behavior What was said Whats missing? Lets go, get started! not specific Youre gonna run out of time. Get to work. not specific-negative Quit talking. no redirect- expected behavior Why dont you finish this now so you dont have homework? no expectation/no redirect Whats better? Wow, nice job of getting started on the ___ right away! Man, its great to see students working hard! with a Rockin Titos Big 3 Ticket Being responsible in this classroom means being focused and ready to learn. I want to be able to help you so I need you to continue to work.

Operation On Time! Think your 1 st hour class has what it takes? PROVE it. Its all or nothing in this competition. 1 hour|1 week|1 chance Friday fresh start rewards. We will select two 1 st hour classes randomly each Friday. Classes with On-time attendance for the week get free breakfast on us.

Positive Strategies at THS After implementing Operation On Time, Tardies decreased by 41% (370 to 152 minors)

Thank you

presented from the wi rti center lori cameron technical assistance coordinator sara summ technical...

Documents

orientation step

conference step

implementation data

integrated slide

training slide

selfdiscipline slide

self reflection step

final teacher evaluation