PBIS PLC: MAXIMIZING INSTRUCTIONAL MINUTES KATHLEEN BEAUDOIN UW TACOMA TOM EDWARDS AND SHANTI KESSLER KEITHLEY MIDDLE SCHOOL

Teaching in a new school community presents both challenges and opportunities related to instructional delivery and classroom management. This session will highlight a professional development project dedicated to supporting teachers new to the building in the process of maximizing their instructional minutes. The project features a PLC format for supporting teachers in determining their targets for intervention, identifying data collection systems that make sense, and utilizing the STOIC process for analyzing data and developing action plans that work. Examples from PLC members will be shared.

OBJECTIVE Develop an understanding of a process for supporting teachers in maximizing instructional minutes through data based decision-making.

PERRY G. KEITHLEY MIDDLE SCHOOL PARKLAND, WA Pride + Intentional Systems A Safe and Civil School

PROFESSIONAL LEARNING COMMUNITIES: BIG IDEAS Big Idea #1: A Focus on Student Learning Big Idea #2: A Culture of Collaboration Big Idea #3: Examining Best Practice and Current Reality Big Idea #4: Action Orientation: Learning by Doing Big Idea #5: Commitment to Continuous Improvement Big Idea #6: Focus on Results

SETTING PLC MEETING NORMS 1.Honor Time 2.Clear and Shared Agenda 3.Full Active Participation 4.Constructive Talk About Students and Concerns

PLC FORMAT PLC Meetings Examining Best Practices Looking for what you can do differently Determining how you will know if it’s working (e.g., student growth) Sharing your experiences Classroom Coaching Identifying targets for change Supporting implementation of “different” practices Classroom Feedback Identifying strengths and weaknesses Using data for the cycle of improvement Video taping self-evaluation sharing practices

PLC MEETINGS: SETTING THE PURPOSE Examining best practices Looking for what you can do differently Determining how you will know if it’s working (e.g., student growth) Sharing your experiences

CLASSROOM COACHING COACHING REQUIRES  Knowledge of the school’s culture around discipline  Ability to provide confidential support  Not responsible for evaluation of teacher performance  Focus on building skills that create evidence for TPEP  Data collection relevant to school-wide PBIS  Safe and Civil Schools format

DETERMINING TARGETS: OBSERVATIONS Sprick, R. (2010) Coaching Classroom Management 2 nd edition: Strategies and Tools for administrators and Coaches. Pacific Northwest Publishing. Confidential Support Opportunity to Respond Correct Academic Responses Disruptions Positive Praise Specific vs. General Corrections Percent of students on-task

Think for 1 minute on 1 class and a specific behavior that you would like to change for that class. What data would give you information about the state of student behavior/performance in the problem area? ACTIVITY

DETERMINING TARGETS: SOURCES TO CONSIDER  PLC Observations  TPEP Feedback from Evaluators  Example: Level of Structure  Classroom Data  Example: Comparative Classes

Entrance Activities: Time until start; rates of completion; accuracy of responses Instruction: Rate of participation, Correct academic responses vs. OTRs; frequency counts of positive or negative behaviors Small Group Work: Rate of participation, work completion; frequency counts of positive or negative behaviors Independent Seatwork: Work completion; accuracy of work; assessments; grades DATA SOURCES: WHAT ARE YOU DOING TO EVALUATE HOW WELL STUDENTS ARE MEETING YOUR EXPECTATIONS?

MS. A PRE-INTERVENTION

PERCENT OFF TASK ENTRY TASK

STOIC REVIEW

STOIC ANALYSIS Develop a hypothesis about the function of problem behavior. Develop an intervention that: takes into account your hypothesis about function modifies some aspect of each STOIC variable S – Structure T – Teach Expectations O – Observe and Monitor I – Interact Positively C – Correct consistently/fluently/calmly

MS. A PRE- INTERVENTION

CLASSROOM COACHING & FEEDBACK Coaching: Supporting implementation of “different” practices Feedback: Identifying strengths and weaknesses Using data for the cycle of improvement Video taping self-evaluation sharing practices

MS. A – START OF INTERVENTION

DATA

MS. C

MS. A CURRENT

WARM UP PARTICIPATION...

LESSONS LEARNED  Teachers don’t know what they don’t know.  Data collection and charting  Bad habits are hard to see  Unaware of their own positive practices  Hard work never ends.  Experienced teachers still need help.

QUESTIONS?