Presented From the WI RtI Center Lori Cameron Technical Assistance Coordinator Sara Summ Technical...
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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.
Presented From the WI RtI Center Lori Cameron Technical Assistance Coordinator Sara Summ Technical Assistance Coordinator Bonnie Roscovius and Jeff Adams,
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.
Slide 2
View Video: Do You Believe in Me?Do You Believe in Me? Creating
Buy In: Have You Had This Crucial Conversation?
Slide 3
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
Slide 4
High Student Engagement = High Achievement Factors that most
impact student engagement
Slide 5
academic task Basic Principle In the Classroom: academic skill
setbehavior skill set integrated
Slide 6
December, 2012 Senate Judiciary Subcommittee Need an
appropriate picture The Need for Culturally Responsive
Practices
Slide 7
Whats so in Wisconsin?
Slide 8
Slide 9
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
Slide 10
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%
Slide 11
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
Slide 12
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
Slide 13
Step 2: Data Review/Self Reflection Knowledge Survey Self
Reflection Checklists Framework Outline ODRs from Learning
Environment Disaggregated Data BOQ/SAS 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
Slide 18
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
Slide 19
It is Important to Consider Academic Task Academic Set Skills
Behavior Set Skills
Slide 20
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
Slide 21
Handout:
Slide 22
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 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
Slide 25
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
Slide 26
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
Slide 27
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
Slide 28
Classroom Management ala PBIS and The Effective Educator Making
Connections
Slide 29
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
Slide 30
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
Slide 31
Step 2: Data Review/Self Reflection Knowledge Survey Self
Reflection Checklists Framework Outline ODRs from Learning
Environment Disaggregated Data BOQ/SAS Data
Slide 32
Classroom Management for Academic Engagement Start Here!
Classroom Overview Training modules Rules and Routines
Acknowledgement Systems Consequence Systems Danielson and Strong
Connection (HO)
Slide 33
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
Slide 34
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
Slide 35
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
Slide 36
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%
Slide 37
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
Slide 38
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
Slide 39
Professional Learning Communities Designated Coach Video taping
and review Walk Throughs Feedback/Coaching
Slide 40
Client Needs/Coaching Strategies
Slide 41
How One School Used this Resource: The Story of Tomah High
School Bonnie Roscovius Jeffrey Adams
Slide 42
PBIS Tomah High School 2013-2014 15 new teachers 25% of entire
teaching staff new to PBIS
Slide 43
Noticeable trends that have appeared since the implementation
of PBIS and RtI at Tomah High School
Slide 44
Number of students that received referrals and the number of
discipline events for a 3-year span.
Slide 45
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.
Slide 46
Number of events that were classified as Inappropriate
Language, Disrespect, and Noncompliant/Defiance
Slide 47
Disruptive Events
Slide 48
Minors Data September, 201115.5/week September, 201215.8/week
September, 201315.6/week
Slide 49
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
Slide 50
Student engagement & praise 91% (initial level of
engagement) 74% (deliberately withheld praise) 50-69% (no positive
praise & tripled criticism of off-task behaviors)
Slide 51
PBIS Strategies we can practice as a staff to increase on-task
behaviors!
Slide 52
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.
Slide 53
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.
Slide 54
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.
Slide 55
Positive Strategies at THS After implementing Operation On
Time, Tardies decreased by 41% (370 to 152 minors)