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A Preparation Presentation For:• Administrators •Team Members•Classroom Management Trainers•Coaches
Start Here!
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.
Goal: Assist in Purpose BuildingObjectives:
Explore ReadinessEstablish NeedCollect Evidence to Support PlanDetermine Fit with Existing InitiativesBuild Capacity for ImplementationCollect Needed Resources
The Hexagon Tool: Exploring Context by the National Intervention Research Network
What’s so in Wisconsin?
Black
American Indian
Latino
0 1 2 3 4 5 6 7 8 9 10
Suspension Practices In Wisconsin
White
After 1 year After 2 years After 3 years After 4 years After 5 years0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
50%
14 %
24 %
33 %
40 %
46 %Number of new teachers who leave the profession
Framework for Teaching
Domain 1: Planning and Preparation
Content and Pedagogy, Knowledge of Students, Instructional Outcomes, Resources, Instruction, Assessment
Domain 2: Classroom Environment
Respect and Rapport, Culture for Learning, Classroom Procedures, Managing Student Behavior, Organizing Physical Space
Domain 3: Instruction
Communicating w/Students, Questioning/Discussing/Engagement, Assessment, Responsiveness
Domain 4: Professional Responsibilities
Reflecting on Teaching, Keeping Records, Communication w/Families, PLCs, Professional Development, Professionalism
High Student Engagement = High Achievement
Home Environment/Parent Support
Student Ability
Student Learning Processes
Classroom Management
54 56 58 60 62 64 66
Factors that most impact
student engagement
December, 2012 Senate Judiciary Subcommittee
The Need for Culturally Responsive Practices
“policies and practices that pull students out of classrooms, science labs, and libraries and push them into abusive and violent jails and prisons”
Effective Educator Academic Achievement
Culturally Responsive
PracticesStudent behavior
ClassroomManagement
Effective Educator Academic Achievement
Culturally Responsive
PracticesStudent behavior
ClassroomManagement
8 Step Teacher Evaluation Process
Step 1: OrientationStep 2: Data Review and Self ReflectionStep 3: Evaluation Planning/Goal SettingStep 4: Observations, Evidence Collection and Ongoing FeedbackStep 5: Mid-Year ReviewStep 6: Final Teacher EvaluationStep 7: Final Evaluation and ConferenceStep 8: Use of Evaluation Results
Professional DevelopmentGuide Handout
Framework for TeachingDomain 1: Planning and Preparation
Content and Pedagogy, Knowledge of Students, Instructional Outcomes, Resources, Instruction, Assessment
Domain 2: Classroom Environment
Respect and Rapport, Culture for Learning, Classroom Procedures, Managing Student Behavior, Organizing Physical Space
Domain 3: Instruction
Communicating w/Students, Questioning/Discussing/Engagement, Assessment, Responsiveness
Domain 4: Professional Responsibilities
Reflecting on Teaching, Keeping Records, Communication w/Families, PLCs, Professional Development, Professionalism
Handouts: Danielson and Strong Connection
Effective Educator Academic Achievement
Culturally Responsive
PracticesStudent behavior
Classroom Management
Behavior & Academic Achievement:
Crandon Middle & High School
In the first semester following Tier 1 training:
• Attendance increased over 3% in both buildings
• Number of course failures dropped by 36%
• Classroom behavior referrals dropped 44%
Effective Educator Academic Achievement
Culturally Responsive
PracticesStudent behavior
ClassroomManagement
1~“The Validation and Affirmation of the home culture and home language for the purposes of building and bridging the student to success in the culture of academia and mainstream society.
2~Simply put, CLRT is going where the students are culturally and linguistically for the aim of bringing them where they need to be academically.
3~Metaphorically, CLR is the opposite of the sink and swim approach to teaching and learning.”
(Dr. Sharroky Hollie, October, 2011)
Vary the methods of instruction in the classroom.(traditional, responsive and culturally responsive instruction)
Use of Discussion and Responding Protocols, Call and Response and Affirmations vs. standard instruction
Allow students to present their knowledge in a variety of ways with a focus on students’ intrinsic gifts (writing, singing, performing)
Build and Bridge to School/Classroom Language:Engage in explicit discussion about the importance of using standard American English in certain situations.
Engage Students with Culturally Responsiveness Practices
Effective Educator Academic Achievement
Culturally Responsive
Practices
Student behavior(PBIS)
ClassroomManagement
Sustaining PBISFocus on bringing PBIS into the classroom• Consistency with SW systems• High rates of acknowledgment for prosocial behavior Kent McIntosh at PBIS Forum, 2012
• Expected behaviors defined clearly• Problem behaviors defined clearly• Expected behaviors taught• Expected behaviors acknowledged regularly• Consistent consequences• Transitions are efficient• Class Wide procedures consistent with School Wide
systems• Options exist for instruction• Instruction/materials match student ability• High rates of academic success• Access to assistance and coaching
Which features best predict sustained implementation?
Base for Tier 2 and 3 Interventions• Teaching rules and routines• Reinforcing prosocial behavior at high rates• Continuum of in-class consequences
Technical• Logical extension of past
practices• Incremental improvements
in the current situation• Can be implemented with
current knowledge
Adaptive• Fundamental or significant
break with past and current practices
• Dramatic differences in the current situation
• Requires new knowledge and skills for implementation.
Change
Addressing Assumptions and Beliefs
“Seeds are only as good as the soil in which they are planted; likewise; school
structures and practices are only as good as the
climate/culture in which they are implemented.”
Anthony MuhammadThe Will to Lead, The Skill to Teach
What does your school believe?
Effective Professional DevelopmentCOMPONENTS KNOWLEDGE SKILL TRANSFER
Study of Theory
85% 15% 5-10%
Demonstration 85% 20% 5-10%
Practice and Feedback
85% 80% 10-15%
Peer Coaching 90% 90% 80-90%
Create a safe and nurturing climate for teachers to improve their skills
Feedback = Evaluation
Ongoing Feedback
On-Line Resource
Start Here! A Preparation Presentation
Classroom Overview
Training modulesRules and RoutinesAcknowledgement Systems Consequence Systems
http://www.wisconsinpbisnetwork.org/
Thank youWebinar on September 25th from 8:30 – 10:00
Register: https://www4.gotomeeting.com/register/266238447
Data collection Resources for walk throughs Coaching Culturally responsive protocols