Booster/Refresher Training: Classroom System Benchmarks of Quality Items # 42 –

2 Behavior Curriculum in Classrooms  Is there a common language for student behavior taught in classrooms?  Is the language used in the classroom representative of the values of your school & community?  Is it aligned with your school-wide expectations?  Is the language used in the classroom representative of your school identity?  Were Faculty ideas for classroom strategies solicited?

Look at your BoQ Data

How many referrals came from your classrooms? Was it many classrooms or just a few?

What kinds of behaviors that resulted in ODRs occurred in the classrooms?

6 Data Review How did your team score on Items on the BoQ? What does your behavioral data look like that occurred in the classrooms? What is working? What needs to be improved?

7 Establishing your Classroom System Do your classrooms:  Have rules defined for each of the school-wide expectations and are posted in classrooms?  How do you know?  How many classrooms have done this? USE YOUR DATA to identify and analyze the problems

8 SW Expectations in the Classroom  Are the SW expectations posted in all classrooms?  Are they taught throughout the year?  How do the expectations apply to classroom behavior?  How can lessons about the expectations be embedded into academic subject areas?  Did teachers have input on the final version of the school-wide expectations? USE YOUR DATA to identify and analyze the problems

9 Classroom Rules  Were the rules decided individually by the classroom teachers?  Or, did your team develop a consistent set of classroom rules to be used across classrooms?  Do they follow the training guidelines?  Aligned to the school-wide expectations?  Positively stated, observable & measurable?  Limited in number (maximum 5)?  Classroom procedures (which are also aligned to the expectations) alleviate the need for many rules? USE YOUR DATA to identify and analyze the problems

10 Establishing your Classroom System Do your classrooms:  Have established routines and procedures explicitly identified for activities (e.g. entering class, asking questions, sharpening pencil, using restroom, dismissal)  Teach expected behavior routines in classrooms  How do you know?  How often did this occur? USE YOUR DATA to identify and analyze the problems

Routine by Expectation Entering Classroom Seat Work Small Group Activity Leaving Classroom Be Safe Push chair under your desk Be Respectful Walk quietly to your area Maintain low voice Be Responsible Place homework in collection bin Start assignments quickly Complete your part of the assignment Take your belongings with you Classroom Procedures by Expectation

Tools for Classroom Implementation

13 Establishing your Classroom System Do your classrooms:  Have classroom teachers use immediate and behavior specific praise?  How do you know?  Roughly, how many teachers engage in this?  Acknowledge students demonstrating adherence to classroom rules and routines?  Do the acknowledgments occur more frequently than acknowledgement of inappropriate behaviors? USE YOUR DATA to identify and analyze the problems

14 Establishing your Classroom System Do your classrooms:  Have procedures for tracking classroom behavior problems?  Does it work?  Are problem behaviors in the classroom decreasing as a result of:  teachers gathering data?  using these data to make decisions within their classrooms?  Do all teachers use it? USE YOUR DATA to identify and analyze the problems

15 Classroom Tracking Forms  Are your teachers using Classroom Tracking Forms? If so, do they help you answer:  What behaviors we need to teach and reward?  Where we should focus our intervention activities  Is there one setting that is more likely to reflect inappropriate behavior?  When the behaviors are most and least likely to occur?  Why the behavior is occurring – what motivates our student(s)?  What interventions have been used? Were they effective in stopping/reducing the behavior?

16 Forms & Academic Engaged Time (AET) If it impacts AET, it needs to be recorded –“Time-Out” in classroom –“Time-Out” in another teacher’s classroom –“Time-Out” in hallway, office –“Think Room,” “Reflection Room,” “Problem-Solving Room,” etc… –In-School Suspension –Send student home early –Out-of-School Suspension –Bus referrals

17 Establishing your Classroom System Do your classrooms:  Have a range of consequences/interventions for problem behavior that are documented?  Is the range of consequences/interventions for problem behavior consistently delivered?  How do you know?  Are they delivered consistently across classrooms?  Are they delivered consistently within classrooms? USE YOUR DATA to identify and analyze the problems

18 Action Plan! Refine Classroom Systems  Record action items for low-scoring Benchmarks items (42-48)  Record action items to inform/involve your stakeholders (faculty, students, families)  Implementation Tips may help BoQ Element: Classroom Systems