2. Assessing Implementation at the Classroom level
Lori Cameron: WI RtI Center/PBIS Network
John Jagemann: Milwaukee Public Schools
Megan Mills Koehler:
Sunnyside Elementary School, Pulaski

3. Objectives
Provide resources to assess implementation of PBIS at the classroom level
Share examples of how this was done at both district and school levels

4. High Student Engagement = High Achievement
Factors that most impact student engagement
Classroom management is also strongly associated with student academic engagement. In 1994, Wang and others analyzed over 11,000 statistical findings to determine those factors that correlated the highest with student academic achievement, and rank ordered 28 variables. Classroom management was at the top of the list. Despite this statistic, only a third of teaching colleges teach classroom management. Clearly there is a need for staff development in the area of classroom management. But what constitutes sound professional development?
Citation: Lori Newcomer and Jeff Sprague
High Student Engagement = High Achievement

5. What Actions Produce Implementation? Presentation of Theory
Understanding
(Explain main concepts)
Skill Attainment
(Can demonstrate)
Use with Fidelity (Uses the skill effectively
and consistently)
Presentation of Theory +
Lecture, cooperative learning
85%
15%
5%-10%
Modeling +
Modeling, video, simulation
85%
18%
5%-10%
W have known for nearly 30 years, from the work of Bruce Joyce and Beverly Showers, Jim Knight, and others, that the “Train and Hope” model of professional development doesn’t work very well. Training certainly provides teachers with a significant understanding of new practices. After a training, most are able to explain what the new practice is. However, once they are “trained,” only a small percentage of teachers are able to demonstrate the new skill, even though they can explain it, and even fewer use the new practice effectively and consistently after experiencing training. Modeling the new practice for teachers in addition to the intital training slightly increases the ability to demonstrate it, but does not increase the consistent and effective use of the new practice. Actually practicing the new skill during training significantly increases teachers’ ability to demonstrate it, but only slightly increases their use ot it in their classrooms. It is only when coaching is added to the professional development scope and sequence, as a follow-up to training, modeling, and practice and feedback, that teachers consistently and effectively use the new classroom management practices in their classrooms.
Practice & Feedback +
Practice during
learning session
85%
80%
10%-15%

6. Classroom Management On-Line Resource

7. Assessment SAS: Classroom BOQ: Classroom Knowledge Surveys
Self Reflection Check Lists

8. PBIS Assessments
BOQ
SAS
Classroom Current Status

9. Knowledge Pre and Post Survey

10. Knowledge Survey 8 multiple choice questions
Takes about 10 minutes to complete
Provides a copy of your answers for the pre test
Provides the answers for the post test

11. Self Reflection Checklists

12. What Actions Produce Implementation? Presentation of Theory
Understanding
(Explain main concepts)
Skill Attainment
(Can demonstrate)
Use with Fidelity (Uses the skill effectively
and consistently)
Presentation of Theory +
Lecture, cooperative learning
85%
15%
5%-10%
Modeling +
Modeling, video, simulation
85%
18%
5%-10%
W have known for nearly 30 years, from the work of Bruce Joyce and Beverly Showers, Jim Knight, and others, that the “Train and Hope” model of professional development doesn’t work very well. Training certainly provides teachers with a significant understanding of new practices. After a training, most are able to explain what the new practice is. However, once they are “trained,” only a small percentage of teachers are able to demonstrate the new skill, even though they can explain it, and even fewer use the new practice effectively and consistently after experiencing training. Modeling the new practice for teachers in addition to the intital training slightly increases the ability to demonstrate it, but does not increase the consistent and effective use of the new practice. Actually practicing the new skill during training significantly increases teachers’ ability to demonstrate it, but only slightly increases their use ot it in their classrooms. It is only when coaching is added to the professional development scope and sequence, as a follow-up to training, modeling, and practice and feedback, that teachers consistently and effectively use the new classroom management practices in their classrooms.
Practice & Feedback +
Practice during
learning session
85%
80%
10%-15%
Coaching
Where work occurs
90%
90%
80%-90%

13. Walk Throughs

14. Rationale Provides a non-evaluative, objective snap shot of
implementation
Versatile in use
Can be used for pre and post
Discussion starter

15. Rationale Allows teachers to see other classrooms
Identifies key features of a strategy
Can be multi focused and single strategy fouced
Supplements TFI (Tiered Fidelity Checklist)

16. Versatile Uses Conducted by coach or teams of teachers
Whole school results can be aggregated
Individual teacher results can be shared privately
Do whole school, or a random sampling
Announce dates of walk through or do unannounced

17. Examples
Walk throughs

18. Walk through Examples Missouri New Jersey (May Institute)
15 page comprehensive tool
Page 7 has a tally for ratio of positives to correctives
Includes a 20 minute observation
Rules and Procedures
Detailed observation form for ratio of positives and correctives
On task and off task behavior

19. Walk through Examples MPS
CLR Learning Environment Survey
MPS
Created by Sharroky Hollie’s to assess Cultural Responsive classroom
Looks at 5 basic skills
5 classrooms per school
Aggregates scores
Include brief student interview

20. Wisdom from the Field
John Jagemann
Megan Mills Koehler

21. PBIS Leadership Conference
Jon Jagemann
MPS RtI PBIS District Supervisor
August 17th, 2016
©2015 Milwaukee Public Schools

22. Classroom Best Practices
Teach Expectations/Procedures
Re-direct/Set Consequences
Set Expectations/Procedures
Acknowledge
Build Relationships
1 min
©2015 Milwaukee Public Schools

23. Culturally Responsive Classroom Best Practices
Teach Expectations/Procedures
Re-direct/Set Consequences
Set Expectations/Procedures
Acknowledge
Build Relationships
1 min
©2015 Milwaukee Public Schools

24. Culturally Responsive Classroom Best Practices
Set Expectations, Rules, and Procedures
Teach Expectations, Rules, and Procedures
Re-direct/Set Consequences
Build Relationships
Learn about students’ cultures
Address students by name
Teach students about you and your culture
Allow opportunities for students to share their cultures
Acknowledge
1 min
©2015 Milwaukee Public Schools

25. Culturally Responsive Classroom Best Practices
Set Expectations, Rules, and Procedures
Teach Expectations, Rules, and Procedures
Re-direct/Set Consequences
Understand expectations and norms of various cultures
Allow for student voice in creation
Build Relationships
Acknowledge
1 min
©2015 Milwaukee Public Schools

26. Culturally Responsive Classroom Best Practices
Set Expectations, Rules, and Procedures
Teach Expectations, Rules, and Procedures
Re-direct/Set Consequences
Build Relationships
Teach behaviors in multiple ways for all learning styles
Teaching behaviors should be student focused
Have posted throughout room for all students to use as a guide
Acknowledge
1 min
©2015 Milwaukee Public Schools

27. Culturally Responsive Classroom Best Practices
Set Expectations, Rules, and Procedures
Teach Expectations, Rules, and Procedures
Re-direct/Set Consequences
Build Relationships
Respect student individuality and cultures through re-direction and consequences
Allow for student to maintain dignity and individuality through process
Acknowledge
1 min
©2015 Milwaukee Public Schools

28. Culturally Responsive Classroom Best Practices
Set Expectations, Rules, and Procedures
Teach Expectations, Rules, and Procedures
Re-direct/Set Consequences
Build Relationships
Acknowledge individuality of student
Ensure all students receive 5:1 positives to corrective interactions with adults
Acknowledge
1 min
©2015 Milwaukee Public Schools

29. PD Modules Session 1: Building a Climate for Learning
Session 2: Building a Relationship with all students
Session 3: Re-direction of Students

30. Feedback Tool

31. Connection to Danielson
Teacher sets (and posts) expectations and procedures for students in all settings. (Danielson 2A and 2B)
2. Teacher teaches all expectations and procedures including pre-correcting before all transitions. (Danielson 2C and 2D)

32. Connection to Danielson
3. Teacher re-directs and sets consequences to students who are not meeting the expectations in a manner that de-escalates the situation and allows the student to meet the expectation going forward. (Danielson 2C and 2D)
4. Students are positively reinforced with positive language when good choices are made and are given corrective feedback when needed. (Danielson 2A and 3D)

33. Connection to Danielson
5. Teacher builds relationships with all students and shows interest in all students. Positive climate is created in classroom. (Danielson 1B and 2A)

34. Feedback Tool Can be used: Self-Reflection Tool Peer Visits
School Support Teacher (SST)
Administration (non-evaluative)
District PBIS Coach

35. PBIS Leadership Conference
MPS Board of School Directors MPS Senior Team
Mark Sain, President, District 1 Larry Miller, Vice President, District 5 Wendell J. Harris, Sr., District 2 Michael Bonds, Ph.D., District 3 Annie Woodward, District 4 Tatiana Joseph, Ph.D., District 6 Claire Zautke, District 7 Carol Voss, District 8 Terrence Falk, At-Large
Darienne B. Driver, Ed.D., Superintendent Gina Spang, P.E., Chief of Staff Tonya Adair, Chief Innovation & Information Officer Daniel Chanen, J.D., Chief Human Resources Officer Ruth Maegli, Chief Academic Officer Gerald Pace, J.D., Chief Financial Officer Keith Posley, Ed.D., Chief School Administration Officer Wendell Willis, Chief Operations Officer Sue Saller, Manager, Superintendent’s Initiatives Ashley Lee, Special Assistant to the Superintendent

36. Wisdom from the Field
John Jagemann
Megan Mills Koehler

37. Demographics
Sunnyside Elementary is 1 of 5 elementary schools within the Pulaski Community School District
We currently have an enrollment of approximately 495 students 4K-5
We service a primarily rural community
96.7% of students are Caucasian
Students with a disability 13.5%
11.4% of students are considered economically disadvantaged

38. PBIS Journey
We have been implementing TIER I for 4 years and began TIER II this past school year
Our elementary school houses the severe EBD program for the entire district
We utilize a co-teaching model in our special education program K-12
This past school year we had 22 new staff members including a new principal.

39. Providing Professional Development To Support PBIS in the Classroom
Creating Buy In
What’s in it for me?
How’s that working for you?
Why Professional Development?
Research on impact of effective classroom management and student engagement
Provide teachers with what they need to be effective in the classroom
Resources/Time
Schedule it at the beginning of the year
Have a focus
20-25 minutes
WI PBIS Network Classroom Modules
CHAMPS
Social Thinking

40. Sunnyside Walkthrough Process
Classroom Matrix
Completed two times a year
PBIS team members conduct the walkthroughs with look-fors using rubric
Feedback given to teachers with ideas for improvement
Student Interview
Conducted two times a year
3 students from each class randomly interviewed using Student Interview Rubric/Interview
PBIS team members conduct interviews

41. Classroom Matrix Rubric
PBIS Classroom Matrix Implementation Criteria #
Criteria
Not In Place
Partially In Place
In Place 1
School-wide expectations Be Safe, Be Respectful, Be Responsible are displayed. 2
Procedures/Expectations are identified for at least 4 activities within the classroom. These should include arrival, transitions, cooperative learning groups, and whole group instruction. Specialists should at minimum address 2 areas. 3
Procedures/Expectations should be positively stated. Ex. Voice Volume of 0 is expected during transitions instead of NO Talking during transitions 4
Procedures/Expectations are kid-friendly. They are written in a manner that students will understand. 5
Voice Volume expectations are indicated for each activity that is addressed. 6
Attention signal(s) are posted. 7
The matrix is posted in a visible place within the classroom

42. Classroom Matrix Walkthrough
Goal
May 2015
Nov 2015
April 2016
School-wide expectations Be Safe, Be Respectful, Be Responsible are displayed. 96
100
Procedures/Expectations are identified for at least 4 activities within the classroom. These should include arrival, transitions, cooperative learning groups, and whole group instruction. Specialists should at minimum address 2 areas. 80
Procedures/Expectations should be positively stated.
Ex. Voice Volume of 0 is expected during transitions
instead of NO Talking during transitions
Procedures/Expectations are kid-friendly. They are written in a manner that students will understand 92
Voice Volume expectations are indicated for each activity that is addressed. 68 88
Attention signal(s) are posted. 48
The matrix is posted in a visible place within the classroom 84

43. Student Interviews Interview Questions
#1- What are the expectations for (pick one area noted on matrix)?
#2- What is the signal your teacher uses to get your attention? Give example of one in lunchroom (When I say 0 you say shhh)
#3- What happens in your classroom when someone does not have expected behavior?
Rubrics for Scoring
Rubric 2- Student notes at least 2 expectations for targeted area
Rubric 2- Student is able to state the attention signal
Rubric 2- All three students give a similar response
Rubric 1- Students notes 1 expectation for targeted area
Rubric 1- When given the first part of the attention signal, the student responds with the student response
Rubric 1- Two of the three students give a similar response
Rubric 0- Student is unable to provide any expectations for targeted area
Rubric 0- Student is unaware of attention signal.
Rubric 0- All three students give different responses
Student #1
Student #2
Student #3

44. Student Interview Data
Specific Area
April/May 2015
January 2016
April/May 2016
Classroom Expectations
81%
92%
100%
Awareness of Attention Signal
85%
75%
89%
Awareness of Consequences of Unexpected Behavior
49%
36%
68%
Overall
72%
67%
86%

45. Lessons Learned Works well Mistakes made Changes for the future
Having a rubric makes for consistent answers
Sharing data with teacher
Specific feedback
Mistakes made
22 new staff…
Never assume…
Changes for the future
Reword question related to consequence systems
Have specific items to share with teachers for each area of the rubric to work on