Classroom Systems Fidelity Catherine Shwaery, Sheppard Pratt Health System

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 points1 point0 point Evident in most classrooms (>75% of classrooms) Evident in many classrooms (50-75% of classrooms) Evident in only a few classrooms (<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 points1 point0 point Evident in most classrooms (>75% of classrooms) Evident in many classrooms (50-75% of classrooms) Evident in only a few classrooms (<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

Outcomes for 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?

Practices for 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?

Systems for 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 1 Universal PD: Training & Self- Monitoring Tier 2 Targeted PD: Self-Management Tier 3 Intensive 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!