Establishing Training Capacity for Classroom Management Part 2 Heather Peshak George, Ph.D. Kim Herrmann, S.S.P. University of South Florida Marla Dewhirst Illinois PBIS Network Forum for Change - SWPBS: Integrating Systems for All Students October 30-31, 2008 – Chicago, IL

Establishing Training Capacity for Classroom Management Build on what we know

Tiered Supports for Classroom Teachers Positive Behavior Support, Classroom Management: Self-Assessment Revised: All with Peer Review and Problem Solving Florida’s PBS Classroom Assessment Tool (CAT): Some (score below 10 on above) with Mentor Administrative Review and Problem Solving Florida’s PBS Classroom Assessment Tool (CAT): Few (with score below 7 on above) with Specialist Support and Problem Solving

PBS Classroom Management: Self Assessment Revision published May 15, 2006 Completed by Teachers Quarterly –Ratio of Positive to Negative –Opportunities to Respond –Yes/No rating on 13 items: structure and predictability, expectations, active engagement, strategies to recognize appropriate behavior, strategies to respond to inappropriate behavior

Activity Use the blank triangle template and fill in the following: On the right side: list supports in building and district for all teachers to build Classroom Management Skills at each tier: (example: 1 day staff development at the beginning of the year, 2 hours of classroom observation per semester, Master Teacher Mentors On the left side: list the resources (people) that provide this support and data they use to determine its need and outcome: (example: multiple ODR’s or lack of ODR’s from a classroom results in Principal walk through)

Tier 3/Tertiary Interventions 1-5% _____________________ 1-5%Tier 3/Tertiary Interventions ___________________________ Tier 2/Secondary Interventions 5-15% ___________________________ 5-15%Tier 2/Secondary Interventions ____________________________ Tier 1/Universal Interventions80-90% ________________________ 80-90%Tier 1/Universal Interventions ____________________________ School-Wide Systems for Classroom Success: A Response to Intervention (RtI) Model Data and Support Staff Tiered Supports for Classroom Management Illinois PBIS Network, Revised May 15, Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at

Establishing Training Capacity All Teachers Master Teachers / Mentors Administrators Support Services Staff District Leadership Staff Technical Assistance outside of District: Training, Consultants, Resources (ASCD, Iris Media, etc)

Tier/TopicEvidence/DataRoadblocks Strategies and Resources Next Steps ActionWho?When? Master Teachers 2 in building Time to visit classrooms Floating Sub Principal Take Class Double up classes Survey Staff for strategies and report to team MarlaBy School Action Plan

In Illinois Deliver Classroom Management as a Trainer of Trainers class for External Coaches rather than a workshop for teachers Skills embedded at the District and Building level where they are more accessible to Classroom Teachers

Step 1: Identify and Analyze the Problem Step 2: Develop the Plan Step 3: Implement the Plan Step 4: Evaluate the Plan (Response to Intervention) What do we do about it? What’s the problem and why is it happening? How do we do it? Is it working? Problem-Solving Process