for Academic Engagement

for Academic Engagement
Classroom Management for Academic Engagement The Wisconsin RtI Center/Wisconsin PBIS Network (CFDA #84.027) acknowledges the support of the Wisconsin Department of Public Instruction in the development of this presentation and for the continued support of this federally-funded grant program. There are no copyright restrictions on this document; however, please credit the Wisconsin DPI and support of federal funds when copying all or part of this material. Module 1 Developing and Teaching Rules and Routines Welcome to the Classroom Management for Academic Engagement training module from the Wisconsin PBIS Network. This module is designed to support schools as they implement PBIS at the classroom level. The module can be used as a group learning experience or by individuals to refine their classroom practices and learn how to use PBIS in their classrooms. The modules will cover material in the order in which they appear on the Benchmarks Of Quality, the premier PBIS implementation survey. This is also a good order for building solid systems in the classroom. We begin with Developing and Teaching Rules and Routines, the basis for all effective classroom management systems. With module 1, you will begin to create a climate in each classroom that promotes learning. 9/20/2018 1

Activities To download the activities you’ll need for this presentation, please follow this link: Rules and Routines Activities. When you get to the page, go to the resources section indicated by the arrow. In this module, you will learn about: developing a classroom matrix, routines, teaching signals for getting class attention, and teaching procedures. You can jump to any of these sections by clicking on them in the menu to the left.

An important part of PBIS in the Wisconsin RtI Framework is culturally responsive practices.
CULTURALLY RESPONSIVE PRACTICES* include the degree to which a school’s programs, practices, procedures, and policies account for and adapt to the broad diversity of students' race, language, and culture. These practices prepare all students for a multicultural world. When we think about culture in schools, we include characteristics such as race, age, gender, socio-economic status, rural/suburban/urban, religion, nationality, language and ethnicity. Before beginning any part of this module, make sure your administrator has provided you the risk ratios for your school. These ratios will alert you any group that may need special attention as you develop your systems.

Objectives Classroom matrix Routines Teaching signals
Teaching procedures In this module, you will learn about: developing a classroom matrix, routines, teaching signals for getting class attention, and teaching procedures. You can jump to any of these sections by clicking on them in the menu to the left.

PBIS Implementation Goal
Core Feature PBIS Implementation Goal I. Classroom Systems 42. Classroom rules are defined for each of the school-wide expectations and are posted in classrooms. 43. Classroom routines and procedures are explicitly indentified for activities where problems often occur (e.g. entering class, asking questions, sharpening pencil, using restroom, dismissal) 44. Expected classroom routines are taught. 45. Classroom teacher uses immediate and specific praise. 46. Acknowledgement of students demonstrating adherence to classroom rules and routines occurs more frequently than acknowledgment 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 an consistently delivered. This module will also cover the first three items of Section I in the Benchmarks of Quality, Classroom Systems: Classroom rules are defined for each of the school-wide expectations and are posted in classrooms; Classroom routines and procedures are explicitly identified for activities where problems often occur, and Expected classroom routines are taught.

Basic Principle In the Classroom:
academic task academic skill set integrated behavior skill set Before we get to the classroom matrix, rules, and routines, however, let’s consider the importance of integrating academic and behavioral elements of Response to Intervention at the classroom level. A basic principle in the classroom is that for every academic task we give our students, they will need two sub-skills to be able to accomplish that task successfully. The first, of course, is an academic skill set. For example, if we ask a student to complete a long division problem, they will need to know how to subtract and multiply before they can successfully complete the division problems. The second skill set is behavior. If we ask students to work with a partner as they complete the division problems, they will need to know how to take turns, how to listen to each other, what voice level to speak in, how to ask for help, etc. If students are asked to work in pairs and haven’t been taught the behavioral skills to do that, there is a good chance this learning activity will not produce the results intended.

Cultural Capital Teach to Fluency
Dr. Hollie – Validation and Affirmation As we discuss teaching the classroom expectations we need to emphasize teaching to FLUENCY. This fluency is critical because if students comes from a differing backgrounds, they will need to develop Cultural Capital. That is, they will need to learn that while certain things are acceptable or encouraged in their home or neighborhood settings, a different set of expectations may apply to the classroom setting. You may want to refer to Dr. Hollie’s work on validating, affirming, building and bridging cultural gaps. Look for this reference in the resource section. Remember, when punishment for “not getting it” is used instead of teaching to fluency, the result is disproportionate referrals. Teach to Fluency

= Student Engaged Time Student Engaged Time Student Achievement
academic skill set integrated Research will be shared throughout the modules regarding the impact classroom management has on student engaged time, one of the most important influences in student achievement. In fact, the new Common Core State Standards embeds academic behaviors. When we look at the academic and behavioral elements of RtI at the classroom level, then, our task is to make sure the teaching of academics and behavior stays integrated. This means that teaching behavior is not seen as a separate subject from academics. It means that teaching the behavior skills required to do reading or math activities is part of reading and math blocks. It means that spending a good part of the first two weeks of school teaching and practicing school and class procedures is an integral part of creating the conditions that students need to learn their academic subjects. behavior skill set

What the Research Says (Brophy, 1998)
Student engaged time is a key factor that improves student achievement. A dependable system of rules and procedures provides structure for students and helps them be engaged with instructional tasks. (Brophy, 1998) Teaching rules and routines to students at the beginning of the year and enforcing them consistently across time increases student academic achievement and task engagement. (Evertson & Emery, 1982; Johnson, Stoner & Green, 1996) Many studies have researched the impact that teaching expectations, rules, and procedures has on student behavior and student engaged time. Keep in mind that student engaged time is a key factor that improves student achievement. It is often the measuring stick that many researchers use to determine if a classroom management strategy is effective. While the language among the research may vary, the results are clear. Here is a sampling of research findings: A dependable system of rules and procedures provides structure for students and helps them be engaged with instructional tasks. Teaching rules and routines to students at the beginning of the year and enforcing them consistently across time increases student academic achievement and task engagement. Clearly stating expectations and consistently supporting them lends credibility to a teacher’s authority. Clearly stating expectations and consistently supporting them lends credibility to a teacher’s authority. (Good & Brophy, 2000)

Self Reflection Complete the Self-Reflection Checklist
Identify one or two areas that you would like to improve Know your school’s risk ratios Before we begin, go to the resources and find the Self-Reflection Checklist. This tool is for you to reflect on and self-assess your current practices. Fill it out now. Once you complete the checklist, identify one or two areas that you would like to improve. Keep this self reflection handy, you’ll use it again at the end of the module. Finally, before viewing any portion of this module, make sure you know your school’s risk ratios. The resource link will provide a guide for calculating these ratios. This presentation will pause as you do this activity. Press the next button below when you are ready to continue. Guide for Calculating Risk Ratios

Developing your Classroom Matrix
We will begin by looking at a key tool in implementing PBIS in your classroom, the Classroom Matrix.

Expectation Procedure All Rules Routine
Apply throughout the day Expectation Procedure All Stated positively Criteria for successful performance Must be taught and rehearsed Broad statement Apply to all people and settings General statement of behavior Sequential Aligned with expectations Numerous Setting specific We will be using the terms expectations and procedures Although these terms are sometimes used interchangeably, here is how we use these terms in PBIS. Expectations are broad statements that apply to all people and all settings. They are a general statement of the behavior you expect in your school. Rules are more specific, and apply throughout the day, in all settings. Procedures are sequential steps that can help to operationalize expectations and rules. Therefore, they should be aligned with the expectations. They are numerous and are setting and activity specific. Expectations, rules and procedures are similar in the following ways: they are stated positively; and they state the criteria for successful performance, and they must be taught and rehearsed. Another term we will be using is routine. A routine is a procedure that is followed with minimal or no reminders. Routine Procedure that is followed with minimal or no reminders.

Behavior Matrix Classroom Hallway Cafeteria Bathroom
Be Respectful Use kind words & actions Follow adult directions Leave space for others to pass Use appropriate volume when talking in the hallways Walk at all times Be considerate of café workers & others Stay in your place in line and table Pay for all food Do your business and leave Be Responsible Take proper care of all personal belongings & school equipment Go directly to your next class Store backpacks and electronic devices in your locker Enter your number only Clean up your table Push in chair Through away trash Keep water in the sink Be Safe Keep hands, feet & objects to self Use all equipment & materials appropriately Take stairs one at a time Eat your own food Wash hands thoroughly This is a school’s behavior matrix. It identifies key school expectations and rules for how to follow those expectations in key settings. Your school may have already developed generic rules that apply to all classrooms. However, you also need a classroom matrix, which identifies what it means to follow the expectations during various activities in your particular classroom. The bullet points under each location are reminders of the key parts in these location specific procedures that students should remember prior to entering that setting. The teacher uses these reminders to pre-correct and redirect students.

Classroom Procedures/Routines Be Respectful Be Responsible Be Safe
EXPECTATIONS Classroom Procedures/Routines Class-Wide Arrival Cooperative Learning Groups Independent Seat Work Whole Group Attention Signal: Hollah Back! When I say, “Hollah”, you say “Back” Be Respectful Enter/exit classroom prepared Use inside voice Listen to others Accept differences Encourage Others Wait your turn to speak Use quiet voice Keep your materials in your work area. Eyes/ears on speaker Raise hand to speak Contribute to learning Be Responsible Place materials in correct area Begin warm-up promptly Use Time Wisely Contribute Complete your part Be a TASK master Use your neighbor Follow directions Take notes Meet your goals Be Safe Walk Use Materials Carefully Stay in your designated area Keep hands, feet, and objects to self Keep 6 feet on the floor Stay at seat The classroom matrix is similar in format and design to the school-wide matrix. Across the top row are all of the environments/ activities that happen within a particular class. These activities vary from class to class. Sometimes these environments are decided at grade level or subject area meetings. However, there should be flexibility for individual teachers to include activities where they typically loose instructional time.

EXPECTATIONS Classroom Procedures/Routines Class-Wide Arrival Cooperative Learning Groups Independent Seat Work Whole Group Attention Signal: Hollah Back! When I say, “Hollah”, you say “Back” Be Respectful Enter/exit classroom prepared Use inside voice Listen to others Accept differences Encourage Others Wait your turn to speak Use quiet voice Keep your materials in your work area. Eyes/ears on speaker Raise hand to speak Contribute to learning Be Responsible Place materials in correct area Begin warm-up promptly Use Time Wisely Contribute Complete your part Be a TASK master Use your neighbor Follow directions Take notes Meet your goals Be Safe Walk Use Materials Carefully Stay in your designated area Keep hands, feet, and objects to self Keep 6 feet on the floor Keep track of you materials Stay at seat Put all materials not in use in desk Bullet points under arrival, cooperative learning groups highlight key points that teachers will refer to when they pre-correct prior to an activity and when they redirect during a lesson. These bullet points are reminders of the key pieces of the class procedures in this area. Note: In all of the areas in the Be Respectful row, there is a bullet point or reminder that refers to voice level. There are also multiple references to following directions, use of materials, and respecting personal space.

EXPECTATIONS Classroom Procedures/Routines Class-Wide Arrival Cooperative Learning Groups Independent Seat Work Whole Group Attention Signal: Hollah Back! When I say, “Hollah”, you say “Back” Be Respectful Use kind words & actions Use appropriate voice level Enter/exit classroom prepared Use inside voice Listen to others Accept differences Encourage Others Wait your turn to speak Use quiet voice Keep your materials in your work area. Eyes/ears on speaker Raise hand to speak Contribute to learning Be Responsible Follow adult directions Take care of materials/equipment Place materials in correct area Begin warm-up promptly Use Time Wisely Contribute Complete your part Be a TASK master Use your neighbor Follow directions Take notes Meet your goals Be Safe Keep hands, feet & objects to self Use all equipment & materials appropriately Walk Use Materials Carefully Stay in your designated area Keep hands, feet, and objects to self Keep 6 feet on the floor Keep track of you materials Stay at seat Put all materials not in use in desk As these are being referenced throughout the day, they can be referenced in the Class-Wide column. Statements in the class-wide column follow the classic, educational definition of a rule, in that there are only 4-5, they apply throughout the day, and they are behavioral. Your rules can be determined by reviewing the reminder bullet points in your matrix, and looking for repeats.

Attention Signal: Hollah Back! When I say, “Hollah”, you say “Back”
EXPECTATIONS Classroom Activities Class-Wide Arrival Cooperative Learning Groups Independent Seat Work Whole Group Attention Signal: Hollah Back! When I say, “Hollah”, you say “Back” Be Respectful Use kind words & actions Use appropriate voice level Enter/exit classroom prepared Use inside voice Listen to others Accept differences Encourage Others Wait your turn to speak Use quiet voice Keep your materials in your work area. Eyes/ears on speaker Raise hand to speak Contribute to learning Be Responsible Follow adult directions Take care of materials/equipment Place materials in correct area Begin warm-up promptly Use Time Wisely Contribute Complete your part Be a TASK master Use your neighbor Follow directions Take notes Meet your goals Be Safe Keep hands, feet & objects to self Use all equipment & materials appropriately Walk Use Materials Carefully Stay in your designated area Keep hands, feet, and objects to self Keep 6 feet on the floor Keep track of you materials Stay at seat Put all materials not in use in desk Once you have determined your rules, you can use the reminder bullet points to either help clarify them, as in the case of “Use appropriate language and voice level”, or eliminate them from individual environments, (Follow directions) Here are some helpful hints to follow when you are developing your matrix: Post your matrix so that it is big enough to use throughout the day. This is a teaching tool, as we will explain later in this section. Use icons or pictures for lower grades.

EXPECTATIONS Classroom Activities Class-Wide Arrival Cooperative Learning Groups Independent Seat Work Whole Group Attention Signal: Hollah Back! When I say, “Hollah”, you say “Back” Be Respectful Use kind words & actions Use appropriate voice level Enter/exit classroom prepared Use inside voice Listen to others Accept differences Encourage Others Wait your turn to speak Use quiet voice Keep your materials in your work area. Eyes/ears on speaker Raise hand to speak Contribute to learning Be Responsible Follow adult directions Take care of materials/equipment Place materials in correct area Begin warm-up promptly Use Time Wisely Contribute Complete your part Be a TASK master Use your neighbor Follow directions Take notes Meet your goals Be Safe Keep hands, feet & objects to self Use all equipment & materials appropriately Walk Use Materials Carefully Stay in your designated area Keep hands, feet, and objects to self Keep 6 feet on the floor Keep track of you materials Stay at seat Put all materials not in use in desk Post your matrix Use icons or pictures Once you have determined your rules, you can use the reminder bullet points to either help clarify them, as in the case of “Use appropriate language and voice level”, or eliminate them from individual environments, (Follow directions) Here are some helpful hints to follow when you are developing your matrix: Post your matrix so that it is big enough to use throughout the day. This is a teaching tool, as we will explain later in this section. Use icons or pictures for lower grades.

EXPECTATIONS Classroom Activities Class-Wide Arrival Cooperative Learning Groups Independent Seat Work Whole Group Attention Signal: Hollah Back! When I say, “Hollah”, you say “Back” Be Respectful Use kind words & actions Use appropriate voice level Enter/exit classroom prepared Use inside voice Listen to others Accept differences Encourage Others Wait your turn to speak Use quiet voice Keep your materials in your work area. Eyes/ears on speaker Raise hand to speak Contribute to learning Be Responsible Follow adult directions Take care of materials/equipment Place materials in correct area Begin warm-up promptly Use Time Wisely Contribute Complete your part Be a TASK master Use your neighbor Follow directions Take notes Meet your goals Be Safe Keep hands, feet & objects to self Use all equipment & materials appropriately Walk Use Materials Carefully Stay in your designated area Keep hands, feet, and objects to self Keep 6 feet on the floor Keep track of you materials Stay at seat Put all materials not in use in desk Create conditions for learning Sensitive to variances in cultural experiences Let’s take a look at this matrix from a culturally responsive lens. Carolyn Evertson, a researcher and expert in classroom management, says that the purpose of good classroom management is to “create conditions for learning.” As classrooms become more diverse, this can only be accomplished when teachers are sensitive to variance in cultural experiences and values that their students bring to the classroom. For example: two rules in this matrix address the rules for speaking in group settings: cooperative learning groups and whole group. One is “wait your turn to speak,” the other is “raise hand to speak.” These are common and important rules in most classrooms. Yet many teachers list students not following these rules as their most annoying problem in the class.

Dr. Hollie – Validation and Affirmation
Validate Build Bridge Affirm Cultural Responsiveness tells us that we need to look at the match between our student’s culture and the cultural norms we expect in our class. We need to be aware of where there is a mismatch, and change our teaching strategies. For example, if students come from a culture where talking on top of one another in group settings is the norm, the teacher may need to validate and affirm that while that practice may be acceptable in their home or social environments, during group discussions, it is necessary for one person to speak at a time so that all can hear them. To help the student build new skills, the teacher may need to provide more opportunities for practice and to frequently reinforce immerging new behaviors. Also, the teacher would first want to re-teach and practice the procedure before administering consequences for not following it. Finally, the teacher may need to bridge the culture gap by changing their practice, such as incorporating more opportunities for choral responses within academic lessons, or looking for times throughout the day when talking on top of one another is acceptable. From: Dr. Sharrody Hollie Be Culturally Responsive

Activity 1.1 Creating Your Classroom Matrix
You will need: Blank Matrix Sample Matrixes School Risk Ratios Validate We’ll now take some time to create a classroom matrix. Open the blank matrix form in the attachments menu. There are also some examples of completed matrices that you may want to look at. You will also want to be aware of the risk ratios of your school, so that you can think of where you might need to validate, affirm, build or bridge as you develop your matrix. This activity can be done individually or with a small group of teachers from the same grade level or subject. This video will pause as you access the files. Press next when you are ready to continue. I will walk you through the creation of your own classroom matrix. Build Bridge Affirm

Classroom Procedures/Routines
EXPECTATIONS Classroom Procedures/Routines Be Respectful Be Responsible Be Safe First, list your school’s expectations along the left side column, such as: Be Respectful, Be Responsible, Be Safe. Your classroom expectations should be the same as the school expectations.

What are my invisible assumptions about the social skills that my students have when they enter the classroom? EXPECTATIONS Classroom Procedures/Routines Class-Wide Arrival Cooperative Learning Groups Independent Seat Work Whole Group Attention Signal: Hollah Back! When I say, “Hollah”, you say “Back” Be Respectful Be Responsible Be Safe Entering the classroom Independent seat work Turning in homework Whole group Getting supplies Transitions Next, across the top, identify and list the activities that are important in your classroom, such as, perhaps, entering the classroom, turning in homework, getting supplies, cooperative learning groups, independent seat work, whole group, transitions, etc. When identifying your activities, here are some things to keep in mind: 1. If there is an activity when students frequently misbehave, such a transition, make sure this activity is included. 2. As we strive to be culturally responsive to students from a variety of economic, ethnic, and cultural backgrounds, it is unwise to assume that students already know what we expect from them. Ask yourself, “What are my invisible assumptions about the social skills that my students have when they enter my classroom?” Make sure these are included in the matrix. Also, identify an attention getting signal. Cooperative learning groups

EXPECTATIONS Classroom Activities Class-Wide Arrival Cooperative Learning Groups Independent Seat Work Whole Group Attention Signal: Hollah Back! When I say, “Hollah”, you say “Back” Be Respectful Use kind words & actions Use appropriate voice level Enter/exit classroom prepared Use inside voice Listen to others Accept differences Encourage Others Use the talking stick Use quiet voice Keep your materials in your work area. Ask to share Eyes/ears on speaker Raise hand to speak Contribute to learning Be Responsible Follow adult directions Take care of materials/equipment Place materials in correct area Begin warm-up promptly Use Time Wisely Contribute Complete your part Help others Be a TASK master Use your neighbor Take notes Meet your goals Be Safe Keep hands, feet & objects to self Use all equipment & materials appropriately Walk Use Materials Carefully Stay in your designated area Keep 6 feet on the floor Keep track of you materials Stay at seat Put all materials not in use in desk If you have a column labeled, “Class-Wide”, fill this column in last Now, under each activity, list the reminders for each expectation. Remember to write the bullets using positive language, such as “walk” instead of “don’t run.” Check to make sure there are no more than three to five bullet points in each box. Return to the Class Wide Column. If you already have a few class rules, you can put them in this column; just associate them with your expectations. Or, you look for patterns and repeated reminders in the reminder bullet points on your matrix. These patterns suggest a category or rule that applies throughout the day. It should be entered in the Class Wide Column.

Activity 1: Continued Review your Matrix Validate Affirm Build Bridge
Finally, review your classroom matrix through a culturally responsive lens. Validate and affirm the cultural practices of your students by involving them in creating some of the rules. Enlisting input and feedback from parents is also any excellent way to get buy-in and support for creating a healthy classroom climate. Build skills by providing more opportunities for practice where necessary. Bridge cultural gaps by adapting your expectations in some areas. Build Bridge

Developing Procedures and Routines
Now that you have your classroom matrix, let’s look at developing procedures and routines.

Procedures and Routines
Define and teach classroom routines How to enter class and begin to work How to predict the schedule for the day What to do if you do not have materials What to do if you need help What to do if you need to go to the bathroom What to do if you are handing in late material What to do if someone is bothering you. Signals for moving through different activities. How to determine if you are doing well in class Establish a signal for obtaining class attention Teach effective transitions academic skill set integrated behavior skill set When students practice a sequential procedure that is aligned with class expectations, and they follow this procedure on a regular basis, often without teacher reminders, it is a routine. It is important to define and teach classroom routines. Here are some examples of classroom procedures that your class should practice until they become routines: How to enter the class and begin to work How to predict the schedule for the day What to do if you do not have materials What to do if you need help What to do if you need to go to the bathroom What to do if you are handing in late material What to do if someone is bothering you. Signals for moving through different activities, such as “Show me you are listening” How to determine if you are doing well in class This last routine may require a rubric that outlines how a student can get an A and includes what percentage of the grade is determined by homework (this should be very low), classwork, test grades, projects, class participation, etc. When defining and teaching routines, it is essential to establish a signal for obtaining class attention. Being able to quiet the class quickly saves instructional time. Finally, the main area where teachers lose instructional time is during transitions. This is also often when most behavior problems occur. Developing and teaching effective transitions is very important.

Secondary Examples: Routines
Class Discussion Prepare for discussion by reading the required assignment in advance. Wait until the other person is finished speaking before you talk. Stay on topic. Respect others’ opinions and contributions; use appropriate expressions of disagreement. Entering the Classroom Enter the classroom before the bell rings. Take your seat and get out materials you need for class. Talk quietly until the bell rings. Begin the morning assignment on the side chalkboard when the bell rings. Here are some examples of routines at the secondary level: During class discussion Prepare for discussion by reading the required assignment in advance. Wait until the other person is finished speaking before you talk. Stay on topic. Respect others’ opinions and contributions; use appropriate expressions of disagreement. When entering the classroom Enter the classroom before the bell rings. Take your seat and get out materials you need for class. Talk quietly until the bell rings. Begin the morning assignment on the side chalkboard when the bell rings. While kindergarten teachers naturally know the importance of teaching routines, teachers in older grades often assume that older students should know basic routines. This is not the case! Each teacher varies their routines. Also, often students at risk have a harder time transferring knowledge from one setting to another. It is important to take the time to teach and practice routines. However, practice at a high school level often takes the form of giving a lot of specific positive and corrective feedback the first two weeks of school, followed reviewing the procedural steps when they are not being followed. The younger the student, the more physical practice is needed.

Attention Getting Signals Culturally Responsive
Traditional Responsive Culturally Responsive Teacher centered (eyes on me) One way High Affective Filter (nervous if you don’t do it) Student centered (teacher holds up fingers, students repeat) Two way interaction Lowered affective filter (compliance without fear) Call and Response Indigenous Ay’go, Ay’me Se Puede, Si Su Puede Rhythmic Peace-Quiet Holla-Back Are you ready?- Totally Lyrical I know I Can – Be What I Wanna Be Attention Getting Signals is one procedure that is a must for all classrooms. Not only does it increase instructional time, it also provides an opportunity to connect with students of varying backgrounds, and make them feel that they belong. Here are 3 types of Attention Getting Signals. The traditional format is teacher centered, where communication is one way. This format can produce anxiety among students if they do not do it. An example would be the teacher giving a signal for “Eyes on Me”, or turning out the lights. The next type is responsive. This signal uses two way communication, and requires a response from the students. It is less anxiety producing for the student, because they respond as a group. The final type is culturally responsive. This signal is responsive, but has a cultural component. The teacher will need to have an understanding of their student’s culture to create this signal, which may require student and parent input. As classes often have student of varying cultures, the teacher may change the signal they use periodically. This also keeps interest high.

What is your attention signal?
When do you use it? How do you teach it? Is it traditional, responsive or culturally responsive? One of the key procedures that teachers need to teach is their signal for getting the class’s attention. Take some time now to reflect on these questions. If you are viewing this with others, discuss your answers. What is your attention signal? When do you use it? How do you teach it? Is it traditional, responsive or culturally responsive? When you have finished your reflection and/or discussion, take some time to report out to the larger group. List the different attention signals that teachers use.

Culturally Responsive
Attention Drum Teaching your attention signal Switch it Up Secret Word Traditional Responsive Culturally Responsive One way Teacher centered Two way interaction Student centered Indigenous Rhythmic Lyrical Here are 4 one minute videos showing examples of attention signals. After watching each one, take one minute in your small groups to determine if the signal is traditional, responsive, or culturally responsive. After watching all of them, think of ways to make the traditional and responsive signals culturally responsive. (Include directions for how to move advance when down with this section.)

Activity 1.2 Developing Class Routines
Now let’s develop some classroom procedures. The form you will need is found in the resources menu. This video will pause as you download the form. Press next below when you are ready to continue and receive instructions for this activity.

Map School-wide Rules & Expectations to Classroom Routines
Be Safe Be Responsible Be Respectful Rules Honor personal space Use kind words to resolve differences Take care of materials and equipment Be prompt Use appropriate voices and language Classroom Routines Starting the Day Put personal belongings in designated areas Turn in homework Put instructional materials in desk Begin bell work Talk in soft voices Independent Work Select area to work Have materials ready See 3 before me if you need help Move quietly around the room when necessary Check your work before turning it in Begin next activity when finished Transitions Put materials away on my count Get materials ready for next activity Listen for my directive to move Small group work Listen to your peers, and talk when it is your turn Do your fair share Support your peers and let them do their role Manage time carefully This example of a classroom matrix lists key rules for each setting. In this activity, you will develop a sequence chain for key procedures. Often, instructional time is lost in the class when procedures have not been clearly thought out by the teacher. This is another area where it is important to “make visible your invisible expectations.” (Carolyn Evertson, Classroom Organization and Management Program)

Be Safe Be Responsible Be Respectful Rules Honor personal space Use kind words to resolve differences Take care of materials and equipment Be prompt Use appropriate voices and language Classroom Routines Starting the Day Put personal belongings in designated areas Turn in homework Independent Work Select area to work Have materials ready See 3 before me if you need help Move quietly around the room when necessary Transitions Put materials away on my count Get materials ready for next activity Listen for my directive to move Small group work Listen to your peers, and talk when it is your turn Do your fair share Support your peers and let them do their role Manage time carefully Take some time to complete your form step-by-step. This video will pause after each step. Press “next” when you are ready to go to the next step. This whole process should take about 15 minutes, depending on how many routines you have included. Let’s begin: Across the top of the form, list your school/class expectations. You may also list no more than 5 class-wide rules.

Be Safe Be Responsible Be Respectful Rules Honor personal space Use kind words to resolve differences Take care of materials and equipment Be prompt Use appropriate voices and language Classroom Routines Starting the Day Put personal belongings in designated areas Turn in homework Independent Work Select area to work Have materials ready See 3 before me if you need help Move quietly around the room when necessary Transitions Put materials away on my count Get materials ready for next activity Listen for my directive to move Small group work Listen to your peers, and talk when it is your turn Do your fair share Support your peers and let them do their role Manage time carefully In the first vertical row, list the various activities or routines in your school day.

Classroom Routines Put personal belongings in designated areas
Expectations Be Safe Be Responsible Be Respectful Rules Honor personal space Use kind words to resolve differences Take care of materials and equipment Be prompt Use appropriate voices and language Classroom Routines Starting the Day Put personal belongings in designated areas Turn in homework Put instructional materials in desk Begin bell work Talk in soft voices Independent Work Select area to work Have materials ready See 3 before me if you need help Move quietly around the room when necessary Check your work before turning it in Begin next activity when finished Transitions Put materials away on my count Get materials ready for next activity Listen for my directive to move Small group work Listen to your peers, and talk when it is your turn Do your fair share Support your peers and let them do their role Manage time carefully In the last section, develop the sequence chains that make up the key activities for your classroom. If there is an area where you are losing instructional time that is not covered on the worksheet, add it. When you have finished, you may want to share this with a trusted colleague. Ask them if they can find any steps that you may have missed. Your sequence chains will probably include your rules in the steps. Keep in mind that misbehaviors often occur when students are unclear about the following areas: Voice level, whom to talk to, what to talk about; How/when/if they can move around the class; How to get help, and what to do until they get help during the activity. Also, make notes about any signals you plan to use during the activity.

Finally, review your routines through a culturally responsive lens
Finally, review your routines through a culturally responsive lens. For instance, the tendency is to create routines that minimize the amount of socializing students do. However, if there are only a few children of a particular culture in your classroom, opportunities to socialize are necessary for them to feel a part of the classroom. Do your students need to move from one place to another silently, or can they talk in a quiet voice? The key is, if a teacher is going to expect quiet and teach it, it is important to examine why, to consider the match with culturally and linguistically diverse students of varying developmental levels, and to make appropriate adaptations.

Teaching Procedures Now that you’ve developed your procedures, you need to teach them to the students.

Teaching Procedures Skill Deficits
Students have not developed skills to fluency Students do not know when to use skills Students have not been taught specific classroom procedures and routines Skills are not taught in context Behavior errors often occur because: Students do not have appropriate skills, aka “Skill Deficits” Students have not developed skills to fluency Students do not know when to use skills Students have not been taught specific classroom procedures and routines Skills are not taught in context Often, we assume that our students share our cultural experiences and values. This error on the part of the teacher can lead to more behavioral errors on the part of their students. The goal of teaching class expectations, rules, and procedures is for students to gain fluency in their behavioral skills as they relate to your classroom. Now that you have developed your rules and procedures, you have to teach them to your students.

Telling is not Teaching
10% 13% 50 days The mistake is sometimes made assuming that if we have told someone what we want them to do, then we have taught them how to do it. This is not the case. Telling is not teaching. A study of 29 elementary schools showed a 10 percent improvement in on-task behaviors when routines were taught the first week of class. When replicated at the secondary level, the difference was a 13 percent improvement in on-task behavior. Evertson (1985), Johnson, Stoner, & Green (1996) Instructional time can vary by as much as 50 days per year among classes in the same school! Imagine the impact this has on student achievement! Goodlad (1984)

We …Punish? …Teach? Teach Teaching Procedures
John Herner was a president of the National Association of State Directors of Special Education ( ). His words emphasize the importance of teaching behavior expectations. “If a child doesn’t know how to read, we teach. “If a child doesn’t know how to swim, we teach. “If a child doesn’t know how to multiply, we teach. “If a child doesn’t know how to drive, we teach. “If a child doesn’t know how to behave, we …teach? …punish? “Why can’t we finish the last sentence as automatically as we do the others?” (Herner, 1998)

Teaching Procedures Connect to school expectations
Examples and non-examples Modeling and role-playing Feedback and acknowledgement Taught heavily, then reinforced There are some key elements of a good lesson for teaching routines These include: Connect the procedure to the school expectations; Give examples and non-examples taken from classroom settings and situations. When modeling, students should model positive examples only. The teacher may model the non-example. Students have enough practice with non-examples, and sometimes this can upstage the positive example. Always finish with an example of what to do. Finally, use examples from real life. Do not give students any new ideas of how to misbehave! Include modeling and role-playing to teach new skills and provide students with practice opportunities. At the higher grade level, this often takes the form of discussions using questions from the higher levels of Bloom’s taxonomy. Give feedback and acknowledgment to ensure students display the expected/taught behaviors. This should be more frequent when a student is first learning the procedure and gradually faded out when the procedure becomes a routine. Once a routine is established, occasional specific positive feedback should sustain the routine. Include in the feedback the positive result from following the routine. Teach heavily the first two weeks of school and reinforce as needed throughout the year. Even well established routines may need to be reviewed after a vacation break.

Behavioral Lesson Plan
Cool Tools Behavioral Lesson Plan Universal Expectation: Respect Others Name of the Skill/Performance Standard: Use a quiet voice, wait your turn to talk Setting: Small Group Work Purpose of the lesson/Why it’s important: using a quiet keeps the class from getting too loud during small group work. Avoiding talking on top of one another allow everyone to be heard. Teaching Examples: One person in a group is shouting. Everyone in your group listens while you share your idea You are interrupted in the middle of explaining a solution. The only people you can hear clearly are the people in your own group. Student Activities/Role-Plays: Counting volume increases with each number Counting to predetermined voice level and practice Follow-Up Reinforcement Activities: Pre-correct prior to each small group work. Ask groups to rate themselves after group work. Students thinks of ways to improve. Here is an example of a format to use when creating your behavior lesson plans. In keeping with culturally responsive practices, the examples must connect with all students.

Looking through the Culturally Responsive Lens
Different modalities All students Practice time When considering culturally responsive practices, it is also important to keep in mind that there are great differences in language skills among students of various ethnic and socio-economic groups. Also, students with disabilities may also need more than one modality to understand a lesson. When developing your lessons: Teach to different modalities Use examples that connect with all students Allow enough practice time

Kindergarten Example High School Example
You will now see an example of a teacher conducting a behavior skill lesson. Note how the teacher did each of the steps. If you are viewing this video in a group, discuss what the teacher did that you thought was effective and what you have found to be effective in your own classroom. Press next when the video finishes.

Activity 1.3 Developing Lesson Plans
Choose one routine. Develop a lesson plan for that routine. Share with a partner Get feedback on strengths of the lesson, and possible ways to improve. Now that you’ve seen some examples, let’s spend some time developing lesson plans. First, choose one routine. Develop a lesson plan for that routine. Share your lesson with a partner or colleague. Get feedback on strengths of the lesson, and possible ways to improve. After you deliver your lessons, make notes on what went well, and what you might want to refine the next time. You can find a blank lesson plan form in the resources. This presentation will pause as you access the form and complete the activity. Press next when you are ready to proceed.

28x 8x Why Teach Behavior? Behaviors are prerequisites for academics
Procedures and routines create structure Repetition is key to learning new skills 28x 8x Let’s review why it’s important to teach behavior. First, behaviors are prerequisites for academics. Every academic task we ask a student to complete requires two subsets of skills, an academic and behavioral skill set. If we ask students to work in a small group on a math problem, and they do not know how to take turns talking, or how to manage their time, they will not be able to complete the academic task. Second, procedures and routines create structure. We know that for learning to occur, an individual must first have their basic need of safety met. This is true of adults and children. Dependable procedures and routines create a safe structure and environment that meets our need for safety. Without this, children do not learn. Third, repetition is key to learning new skills. For a child to learn something new, it needs to be repeated on average of eight times. Adults average 25 times (Joyce and Showers, 2006) For a child to unlearn an old behavior and replace with a new behavior, the new behavior must be repeated on average 28 times (Harry Wong) How many times have your taught your classroom procedures? Is it enough for them to be routines?

Pre-Correcting You’ve created a classroom matrix, and developed and taught your classroom procedures. How do you get your students to follow your procedures on a routine basis? The answer is pre-correcting.

Pre-correcting video Let’s look at this video of a secondary teacher. As you watch the video, think about or discuss in your group what strategies she uses to support her students using the classroom procedures. How have you used these strategies in your classroom? How might you adapt these strategies for your grade level? This presentation will pause as you watch the video. Press next when you are ready to continue.

Pre-Correcting Short Prior to transition/new activity
Briefly reminds students Can refer to matrix Reduces need to correct Just as a coach reviews the key parts of play before sending her players onto the court, teachers use pre-corrects to review the key expectations for upcoming activities. Pre-correcting: Is short, taking two to five minutes Is used prior to a transition or new activity Briefly reminds students of the behavior expectations in the upcoming activity Can refer to the matrix as a visual Reduces the need to correct students for misbehavior Helps to maintain a high ratio of positives to correctives Maintains positive ratio

Video of Pre-correct Click on B1
Earlier, it was noted that the behavior matrix is a teaching tool. Here is another example of how a teacher uses the technique of pre-correcting with his middle school students prior to going out for recess. Note how he includes an autistic student in his pre-correct. Click on B1 to see the video clip. While this teacher did not refer to a classroom matrix when pre-correcting, the matrix serves as an excellent visual during this process. Remember: The purpose of pre-correcting students prior to an activity is to avoid the need to correct during the activity. When students are reminded of the procedure, they are more likely to follow it. This strategy is far more effect than correction for reducing misbehaviors. Click the link to go to the video, which will open as a .wmv file on your computer. This presentation will pause as you watch the video. Press next when you are ready to continue. We apologize, but this file may not play on all computers. Video from the School Research Partnership at the University of Louisville, Video of Pre-correct Click on B1

Self-Reflection Action Plan
Review your answers Consider how your own culture of origin impacts your current practices Make any changes Identify 1 or 2 strategies that you will use to improve your acknowledgement system. Let’s review the self reflection you completed at the beginning of the module and create an action plan. First, review your answers on the self reflection. Then, revisit your answers, and consider how your own culture of origin impacts your current practice. Make any changes based on the information you have learned. Think of where you can validate, affirm, build and bridge connections with all of your students, including those with a high risk ratio. Finally, identify one or two strategies that you will use to improve your rules and routines system. This presentation will pause now as you complete the activity. Press next to continue.

How can I improve my classroom management?
Teachers can spend their whole career inquiring into the question: How can I improve my classroom management? Have a colleague observe you: teaching a lesson teaching a procedure or transition where you lose instructional time Network in your PLCs or grade level meetings on: Creating effective signals for getting class attention Culturally responsive practices Procedures for gaining instructional time Ways to use the classroom matrix as a visual. Share books and internet resources

Marla Dewhirst – Illinois PBIS Missouri PBIS Network Brandi Simonson
Classroom Organization and Management Program, Carolyn Evertson CHAMPS: A Positive and Proactive Approach to Classroom Management by Randy Sprick, Micky Garrison, and Lisa Howard Thank you to these individuals and organizations for their contributions to this module.

Acknowledgements Brandi Simonsen, Sarah Fairbanks, Amy Briesch, Diane Myers, and George Sugai Thanks also to these individuals and organizations for their resources in developing this module.

Thank you! Module 1: Rules and Routines Module 2: Acknowledgements
Module 3: Consequence Systems Thank you for watching the first of three modules on Classroom Management, Developing and Teaching Rules and Routines. Module 2 is on Acknowledgement Systems, and Module 3 is on Consequence Systems. These modules can be found on the Wisconsin PBIS Network website.

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