1. Materials Needed for this Module
Chart paper
Markers
Handouts:
Handout Guidelines for Developing Classroom Rules
Classroom Matrix for Rules and Routines
Template for Plan for Teaching Classroom Expectations and Rules
Classroom Snapshot: Define, Teach, Acknowledge Rules and Expectations

2. PBIS Classroom Management Define, Teach, Acknowledge Rules and Expectations

3. Classroom Practice: Define, Teach, Acknowledge Rules and Expectations
We will use the same process with action planning around data, practices, and systems for each classroom practice …
4 Elements guide the systematic implementation of PBIS---
Outcomes, Data, Practices and Systems
Outcomes - First, the school sets measureable and achievable
outcomes related to social competence and academic achievement
that are embraced by all staff and families.
Practices - Once the desired outcomes are established, the school
identifies practices (what we do for students) that are supported with
educationally relevant evidence. These practices should be based on t
he school’s needs, be relevant, effective and efficient. They are based
upon the principles of applied behavior analysis, are research based, and
embrace a positive, proactive and instructional philosophy.
Data – Next, information or data (how we make decisions) is used to identify
the status of current practice, support the need for change, and evaluate the
impact of interventions or practices (e.g., records of behavioral incidents,
attendance, staff and student perceptions)
Systems – Finally the school formally put s system (what we do to support adults,
e.g. personnel, funding, policies, training) into place to ensure that the accurate
implementation of the practices can and does occur.

4. Classroom Management Practices
Arrange orderly physical environment
Define, Teach, Acknowledge Rules and Expectations
Define, Teach Classroom Routines
Employ Active Supervision
Provide Specific Praise for Behavior
Continuum of Response Strategies for Inappropriate Behaviors)
Class-Wide Group Contingency
Provide Multiple Opportunities to Respond
These are the 8 Classroom Management Practices that research has shown has a positive impact on students. Each module has the practice bolded in orange font.
We want your teachers to have effective strategies that they are all using consistently. Tier I features are implemented within classrooms and are consistent with school-wide systems.
(The classroom is a critical aspect of Tier I training and includes 8 key components. These strategies maximize classroom management to allow for instructional time and less teacher stress!
**Components 1 & 4 are about setting up the physical environment to minimize distractions for students, to use the physical space of the classroom as an assistant in managing student bodies and behaviors, and also how we can have a positive impact on students engagement by moving around the classroom and having brief interactions with students.
**Components 2, 3, 5, 7 are about efficient teaching of those common classroom routines, how to do it efficiently and not over and over again, and how to provide feedback to encourage students follow those routines. Praise connected to specific behaviors is more powerful than generic praise. Group feedback, and rewards can be powerful motivators too.
**Components #7 and 8 are about providing adequate level of practice for the behaviors you want to see, and how to effectively, quickly redirect these misbehaviors so they are less likely to turn into bigger behaviors.)
Adapted from MO Classroom PBIS

5. Definition
Expectations are outcomes. Rules provide clear meaning of what the expectations look like in the classroom. Classroom rules/expectations are aligned with school-wide expectations, posted, and referred to regularly.

6. Rationale
A dependable system of rules and procedures provides structures for students and help them to 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

7. What about the classroom?
Teaching Matrix
SETTING
Hallways
Cafeteria
Library/
Computer Lab
Bus
Classroom
Be Respectful
Keep hands feet and other objects to self
Eat only your food
Study, read, compute
Watch for your stop
Be Responsible
Use quiet voice
Replace trays & utensils
Push in chairs.
Treat books carefully.
Wipe your feet
Sit appropriately
Be Safe
Maintain your own physical space
Stay to the right
Clean up your eating area
Whisper.
Return books
Use a quiet voice
Stay in your seat
Conditions for Learning
Stand in hall during passing periods
Supervise students until all enter cafeteria
Instruct from back to keep eyes on all screens
Ensure students enter bus calmly
What about the classroom?
Expectations
Talk about how schools have implemented classroom-individual teacher, grade level/core/dept level collaboration

8. Creating Classroom Expectations
Teachers should use the School-wide Expectations as the foundation for their classroom expectations. It will be less confusing for the students and should be easy for the teachers to show the connection from the expected school-wide behavior to what is expected in the classroom at all times.
Teaching rules, reviewing expectations and providing feedback is associated with an increase in academic engagement, leadership skills and conflict resolution.(Johnson & Stoner, 1996; Sharpe, Brown, & Cider, 1995; Rosenberg, 1986)

9. Guidelines for Creating Classroom Rules
Rules should be defined early in the year and be:
Observable
Measurable
Positively stated
Understandable
Always applicable
Creating the Rules
Involve students
Have students commit to the rules and post
Teach classroom rules by demonstrating examples and discussing non- examples
Monitor and give frequent feedback when students follow rules
Share rules with families and others

10. Classroom Rules Examples Non-Examples
Turn in completed assignments on time.
Walk at all times in the classroom.
Keep hands, feet, and objects to
yourself.
Raise your hand and wait for permission to speak.
Do what your teacher asks immediately.
Be in your seat when the bell rings.
Be on task during work times.
Be responsible
Be a good citizen
Respect authority
Pay attention
Be ready to learn
Do you best
Be kind to others
Be polite
Be safe
Nice comparison of the examples/non-examples
The non-examples are vague, unmeasurable and subject to interpretation. In contrast, the examples are explicit, unambiguous, and indisputable statements of appropriate behavior for the classroom.

11. Classroom Specific Matrix
The School-wide matrix includes the rules for classrooms.
Classrooms then expand their matrix to also include the routines/procedures for common routines (mapped to the school-wide expectations).

12. Example of a Classroom Matrix
The Wilson Way
Classroom Rules
Classroom 214 Routines
Morning Routine
If You Finish Early
How to Transition/
Line Up
Small Group Work
Be Responsible
Stay on task
Clean up area
Apologize for mistakes
Turn in homework
Put instructional materials in desk
Begin morning work
Re-check your work
Read a book
Organize supplies
Put materials away
Get materials ready for next activity
Do your fair share
Manage time carefully
Be Respectful
Raise hand
Listen to speaker
Follow directions
Say “good morning” to teacher and classmates
Talk in soft voices
Be quiet
Allow others to complete their work
Listen for direction to next activity
Listen to your peers
Take turns speaking
Say “I like that idea, AND…”
Be Safe
Walk quietly
Keep hands and feet to self
Put personal belongings in designated areas
Take your seat
Sweep under your desk
Clean
Stand up
Push in chair
Wait for group to be called to line up
Clean up area when time is up
Conditions for Learning
Supervise all areas of classroom
Teach procedures
Practice procedures
Provide choices for students
Teach transitions
Practice transitions
Reinforce
Supervise all small group activities at all times
Start with entering your school-wide expectations on the left side and then add your classroom rules.
Important to include: Transitions---when a class is moving from one class to another (for example: Gym, Library, Lunch) staff need to be on time to walk/supervise their class back to the classroom.

13. Activity: Create a Classroom Matrix
Use the matrix template and begin creating your Classroom matrix by completing the Classroom Rules sections first.
Can insert school name/mascot here
Classroom Rules
( Maximum 3 rules)
Classroom Routines (Can add room number)
Morning Routine
If You Finish Early
How to Transition/
Line Up
Small Group Work
Be Responsible
Be Respectful
Be Safe
Conditions for Learning
Only give the participants 10 minutes to begin completing the matrix.. The rest will be completed (or worked on) during the module on Routines and Procedures.

14. Teach Classroom Expectations and Rules
Remember to include the following in your plan:
Introduce the expectation during a neutral time and provide a rationale
Embed rules into daily lessons and activities
Post the rules (with large font) and refer to it often
Model what the expectation looks like and discuss non-examples
Practice with the students and provide specific feedback
Acknowledge students who demonstrate the expected behavior
Prompt, pre-correct and review as often as necessary

15. Activity: Creating a Teaching Plan
Using the handout provided, start to develop a plan for teaching your classroom expectations & rules.
Be prepared to share out.
Have copies of the Sample Plan and template at the tables.

16. “Walk” through all sections of the Snapshot.

17. Classroom Management Assessment for Classroom Rules
Use this as a self assessment to determine which teachers may need
extra training or support with this practice.

18. Wrap-up and Questions
Please take a few minutes to add items from this training to your action plan.
What questions do you have?
Share with us:
What is one thing you are taking away?
What is one thing you need more information about?

19. Example of a Classroom Matrix
Can insert school name/mascot here
Classroom Rules
( Maximum 3 rules)
Classroom Routines (Can add room number)
Morning Routine
If You Finish Early
How to Transition/
Line Up
Small Group Work
Be Responsible
Be Respectful
Be Safe

20. Plan for Teaching Classroom Expectations and Rules
What will be done?
How will it be done?
When will it be done?
Introduce the expectations
Create/Post the Matrix
Establish a signal for obtaining class attention & transitions
Model what the expectations look like
Practice with students
Provide specific feedback
Acknowledge students who demonstrate the expected behavior
Pre-correct and Review often