1. Facilitator notes
This session is designed for approximately 75 minutes. Each slide includes an approximate amount of time for the discussion/activity.
The session is designed to both provide a deep-dive into the criterion and for teachers to directly experience strategies they can use for managing procedures and behavior. The notes on slides provide instructions for you to use strategies so that attendees can experience and reflect on the strategies at the end of the training.
NOTE: as participants enter the room, please greet each person individually. This is a behavior management strategy called “Threshold” – you will return to it later in the session.
Materials needed for each participant:
Interactive handout
Criterion 2a and 2b critical attributes handout
Chart paper, highlighters
Paper end-of-session survey
Each slide notes materials needed for that discussion/activity
There are talking points and directions included in the notes section of each slide. CAPITALIZED TEXT ARE NOTES FOR YOU TO CONSIDER, and regular case are script for you to say.

2. DPAS-II Criteria 2a and 2b
Managing Classroom Procedures and Student Behavior: Understanding the DPAS-II Framework
DPAS-II Criteria 2a and 2b
Time: <1 minute
Good morning/afternoon and thank you for being here. Welcome to our session on the DPAS-II framework Criterion 2a: Managing Classroom Procedures and 2b: Managing Student Behavior

3. Agenda Welcome, Objectives and Agenda
Unpacking DPAS-II for Teachers: Criterion 2a and 2b
Identifying Strategies
Self-reflection and Exit Ticket
<1 minute
We have a full agenda today. Please take a moment to read the agenda.
GIVE PARTICIPANTS A MINUTE TO READ INDEPENDENTLY

4. Objectives
Teachers will develop a deeper understanding of Criterion 2a: Managing Classroom Procedures and 2b: Managing Student Behavior
Teachers will experience strategies for managing classroom procedures and student behavior
Time: 3 minutes
Materials: Interactive Handout
Our goal is to help you get to know the DPAS-II rubric and continuously improve your teaching. Plus, knowing the rubric will help you be successful on your observations as well, potentially leading to increases in your DPAS ratings. Our overall goal is to create a shared understanding of what constitutes evidence aligned to the DPAS-II framework. We aim to ensure that all of us have a shared understanding of what excellent teaching looks like and sounds like according to the DPAS-II rubric.
Please turn to your Interactive handout. On page 1, you will see a blank table. Throughout the session today you will experience strategies for procedure and behavior management as a learner; I will be demonstrating several strategies as a teacher/facilitator. Throughout the session, please take notes as you experience these strategies; I won’t necessarily call out when I am using the strategies. At the end of the session, we will discuss together what strategies I used, and how they might work in your classroom.
One hint, you should have already experienced one strategy I used as you entered the room today.

5. What are rules and expectations we should agree to as we begin this session?
Time: 8 minutes
Materials: Flip chart paper with the words “Session Norms” written at the top
Before we begin, let’s all agree to expectations to which we will hold each other during our time together today. What are rules and norms that we can agree to for our time today? I’ll start by adding one: “Start and end on time.” WRITE THE EXPECTATIONS ON A FLIP CHART.
Now, who else has a norm or rule to add to our list?
ASK FOR VOLUNTEERS. IDEALLY “STUDENTS” ARE SHARING IDEAS LIKE THOSE LISTED BELOW. IF NO ONE SHARES, YOU CAN GIVE ANOTHER EXAMPLE. AS “STUDENTS” SHARE, LIST THEIR IDEAS ON THE FLIP CHART.
ASK CLARIFYING QUESTIONS
BE AN ACTIVE LISTENER AND PARTICIPANT
LIMIT USE OF DEVICES / DON’T USE DEVICES / PUT DEVICES AWAY
MOVE QUICKLY AND QUIETLY DURING TRANSITIONS
RAISE YOUR HAND TO ASK QUESTIONS
ONCE YOU HAVE A GOOD LIST OF EXPECTATIONS FOR BEHAVIOR (4-5 IS PLENTY), THEN SAY:
Thanks everyone for your ideas. This list will serve as our guiding norms for how we will engage today. In order to demonstrate your commitment, please come up to the front of the room and initial the norms paper. This will serve as our team contract for how we will proceed during our session today, and during future sessions. I will call you up by table, please do not come until your table is called. While you wait for your turn to sign the contract, please look at page 2 of your handout, and begin to brainstorm your responses to the core question.
NOTE: HOW YOU CALL PARTICIPANTS UP (BY TABLE, GROUP, ROW) DEPENDS ON HOW THE ROOM IS ARRANGED. WHAT’S IMPORTANT IS THAT YOU HAVE A SYSTEMATIC WAY FOR CALLING PEOPLE UP TO SIGN.

6. Agenda Welcome, Objectives and Agenda
Unpacking DPAS-II for Teachers: Criterion 2a and 2b
Identifying Strategies
Self-Reflection and Exit Ticket
<1 minute
Ok, let’s move on to digging into the rubric.

7. What do you see and hear in a classroom with strong routines and behavior management?
Time: 5 minutes
Materials: chart paper (or white board); interactive handout
FACILTATOR NOTE – THIS SLIDE AND ACTIVITY ARE MEANT TO SET THE STAGE FOR DEEPER DISCUSSION. THE IDEA HERE IS NOT FOR PARTICIPANTS TO DIG DEEPLY INTO THE RUBRIC, BUT INSTEAD TO BRAINSTORM WHAT THEY HEAR AND SEE IN CLASSROOMS. THIS ACTVITY REINFORCES THAT THE VALUE OF THE DPAS-II FRAMEWORK IS THAT IT PROVIDES A SHARED UNDERSTANDING AND COMMON LANGUAGE FOR HOW WE TALK ABOUT TEACHING AND LEARNING.
Let’s start by discussing what classrooms with good routines and behavior management look and sound like. As we continue to dig deep into the DPAS-II framework in future sessions, we will do this same activity with other criterion.
Our core question today is: What do you see and hear in a classroom with strong routines and behavior management?
You should have already captured ideas on your handout. Now please share-out what you’ve written. Can I have a volunteer to get us started? RECORD RESPONSES ON A FLIP CHART – EXAMPLE RESPONSES BELOW
YOU WANT TO LOOK FOR ACTUAL EXAMPLES OF WHAT TEACHERS DO AND SAY, AND WHAT STUDENTS DO AND SAY. HIGLHIGHT THE EXAMPLES THAT MATCH ONE OR MORE OF THE CRITERIA OF CRITERION 3A (LISTED BELOW). ENCOURAGE PARTICIPANTS TO GET VERY SPECIFIC – WHAT EXACTLY MIGHT BE HAPPENING IN A CLASSROOM?
ROUTINES ARE SMOOTH
CLASSROOM IS RUNNING ITSELF
LEARNING TIME ISN’T LOST WITH ROUTINES/NON-INSTRUCTIONAL ACTIVITIES
STUDENTS KNOW WHAT TO DO DURING TRANSITIONS
TEACHER HAS RESOURCES READY IN ADVANCE
TEACHER HAS CLEAR SIGNALS FOR STUDENTS SO THEY KNOW WHAT TO DO
BEHAVIOR STANDARDS/EXPECTATIONS ARE POSTED
TEACHER REDIRECTS STUDENT MIS BEHAVIOR WITH LITTLE OR NO DISRUPTION TO LEARNING
THERE IS NO MISBEHAVIOR
TEACHER REACTIONS TO MISBHEAVIOR ARE APPROPRIATE, RESPECTFUL
POSITIVE BEHAVIOR IS REINFORCED

8. DPAS-II for Teachers Component 1: Planning and Preparation
Component 2: The Classroom Environment
Component 3: Instruction
Component 4: Professional Responsibilities
Time: 1 minute
Materials: N/A
As we think about capturing the essence of that classroom we just described, we can zoom into language within the DPAS-II framework to find alignment and to have a common language we all can use to describe great planning and in the impact it has on student learning. The framework helps us to take what we see in a classroom (what teachers and students say and do) and align it to common expectations.
As you know, in the DPAS-II framework, a teacher’s practice includes these four categories:
Component1: Planning and Preparation
Component 2: The Classroom Environment
Component 3: Instruction
Component 4: Professional Responsibilities
The four components are divided into 18 criterion, each of which has a rubric that identifies core elements and the range of performance from “Ineffective” to “Highly Effective.”
In other sessions we’ve focused on criterion from Components 1, 2 and 3. Today we’re going to focus on two fundamental criterion from Component 2: 2a Managing Classroom Procedures and Component 2b: Managing Student Behavior.

9. 2a. Managing Classroom Procedures
Independently read Criterion 2a
Highlight statements that align to our brainstormed examples
Check in with a partner
Time: 5 minutes
Materials: Criterion 2a in interactive handout, highlighters
Now let’s return to the examples we listed on the poster board. Independently read Criterion 2a and highlight statements that align to our brainstormed examples. Before you begin though, when I want you to bring your attention back to me, I will silently raise my hand. When you see my hand raised, please raise your hand and stop talking. When you see someone else’s hand raised, that’s your cue to stop working, stop talking, and look at me. Ok?
Now take 2 minutes to read Criterion 2a and highlight statements that aligned to our examples. (2 minutes)
RAISE YOUR HAND AND WAIT UNTIL ALL HAVE THEIR HANDS RAISED
Turn and talk to a partner: what did you highlight? Why? (2 minutes)
CIRCULATE DURING THE TURN AND TALK, LOOKING FOR EXAMPLES ALIGNED TO LIST ON SLIDE 6 NOTES.
IMPORTANT: WHILE YOU ARE CIRCULATING, HIGHLIGHT FOR THE GROUP WHO IS FOLLOWING INSTRUCTIONS. IT DOESN’T HAVE TO BE SIGNIFICANT, JUST A COMMENT LIKE “SUE AND JOHN GOT RIGHT TO WORK” AND “BOB AND JILL ARE HIGHLIGHTING IN THEIR RUBRIC
WHEN 2 MINUTES OR SO IS UP, RAISE YOUR HAND AND DON’T PROCEED UNTIL ALL HANDS ARE RAISED AND EVERYONE STOPS TALKING

10. 2a. Managing Classroom Procedures
Independently read the critical attributes at each level of the rubric
Highlight statements that resonate in your own practice building classroom culture, and record your Ah-has! on the interactive handout
Time: 6 minutes
Materials: Critical Attributes Handout, highlighters
Independently read the critical attributes document for 2a and highlight statements that resonate in your own practice as you create and maintain procedures for your classroom
IMPORTANT: WHILE YOU ARE CIRCULATING, CONTINUE TO HIGHLIGHT FOR THE GROUP WHO IS FOLLOWING INSTRUCTIONS. IT DOESN’T HAVE TO BE SIGNIFICANT, JUST A COMMENT LIKE “SUE AND JOHN GOT RIGHT TO WORK” AND “BOB AND JILL ARE HIGHLIGHTING IN THEIR RUBRIC”
REPEAT THE HAND RAISE TO BRING THE GROUP BACK TOGETHER

11. 2b. Managing Student Behavior
Independently read Criterion 2b
Highlight statements that align to our brainstormed examples
Check in with a partner
Time: 5 minutes
Materials: Criterion 2b in interactive handout, highlighters
Now let’s return to the examples we listed on the poster board. Independently read Criterion 2b and highlight statements that align to our brainstormed examples (2 minutes)
Turn and talk to a partner: what did you highlight? Why? (2 minutes)
IMPORTANT: WHILE YOU ARE CIRCULATING, CONTINUE TO HIGHLIGHT FOR THE GROUP WHO IS FOLLOWING INSTRUCTIONS. IT DOESN’T HAVE TO BE SIGNIFICANT, JUST A COMMENT LIKE “SUE AND JOHN GOT RIGHT TO WORK” AND “BOB AND JILL ARE HIGHLIGHTING IN THEIR RUBRIC
REPEAT THE HAND RAISE TO BRING THE GROUP BACK TOGETHER

12. 2b. Managing Student Behavior
Independently read the critical attributes at each level of the rubric
Highlight statements that resonate in your own practice building classroom culture, and record your Ah-has! on the interactive handout
Time: 6 minutes
Materials: Critical Attributes Handout, highlighters
Independently read the critical attributes document for 2b and highlight statements that resonate in your own practice as you create behavior expectations for your students and manage their behavior throughout the year
REPEAT THE HAND RAISE TO BRING THE GROUP BACK TOGETHER

13. Do these meet the criteria of Criterion 2a?
While students are in group work, the teacher counts down from 5; by the time she gets to 1, all students are quiet and looking at the teacher.
The teacher asks students to distribute materials; students are goofing off, and it takes more than 3 minutes for all students to have materials ready.
Students enter the room and immediately begin work on the problem the teacher has listed on the board.
The teacher asks students to move into their groups, but several students have questions about where their group is or who they should sit with.
During groupwork, one student reminds a classmate of the roles that each person has during the groupwork time.
Time: 5 minutes
Materials: n/a
Let’s examine some examples of how routines might look and sound in a classroom. I’d like a volunteer to read each statement, and then share if this example meets the criteria of criterion 2a.
GO THROUGH EACH AND ASK FOR VOLUNTEERS TO DETERMINE YES OR NO, WITH RATIONALE. SLIDE HAS ANIMATION TO SHOW AN X OR CHECK, SO EACH TIME YOU CLICK, THE CHECK OR X WILL APPEAR
ANSWERS:
YES – THIS IS EFFECTIVE BECAUSE THE TEACHER HAS ESTABLISHED A CLEAR ROUTINE FOR BRINGING THE GROUP BACK TOGETHER, AND THE STUDENTS KNOW AND FOLLOW THE ROUTINE
NO – STUDENTS DO NOT KNOW WHAT TO DO TO DISTRIBUTE MATERIALS AND THE PROCESS TAKES TOO LONG
YES – STUDENTS KNOW THE ROUTINE FOR STARTING CLASS, AND ARE IMPLEMENTING IT SUCCESSFULLY
NO – THE TEACHER HAS NOT ESTABLISHED ROUTINES FOR BREAKING INTO GROUPS
YES – STUDENTS KNOW THE EXPECTATIONS AND ARE HELPING ONE ANOTHER FOLLOW THEM
From Delaware Critical Attributes document, Adapted with permission from Charlotte Danielson’s Framework for Teaching Evaluation Instrument (2013). 

14. Do these meet the criteria of Criterion 2b?
A student is talking during silent work time; the teacher stands near the student and does not say anything. The student stops talking.
Three students are using their cell phones during class, despite posted rules disallowing devices.
One student continuously talks out of turn. The teacher sends him to the office. Another student talks out of turn as frequently as the first; the teacher gives a verbal warning to that student.
A student has misbehaved during group time; immediately after, while others are working independently, the teacher pulls the student aside to discuss the misbehavior.
After setting the class to independent work, the teacher highlights students who are following instructions and describes what they are doing.
Time: 5 minutes
Materials: n/a
Let’s examine some examples of how routines might look and sound in a classroom. I’d like a volunteer to read each statement, and then share if this example meets the criteria of criterion 2a.
GO THROUGH EACH AND ASK FOR VOLUNTEERS TO DETERMINE YES OR NO, WITH RATIONALE. SLIDE HAS ANIMATION TO SHOW AN X OR CHECK, SO EACH TIME YOU CLICK, THE CHECK OR X WILL APPEAR
ANSWERS:
YES – THIS IS EFFECTIVE BECAUSE THE TEACHER HAS ESTABLISHED A CLEAR ROUTINE FOR BRINGING THE GROUP BACK TOGETHER, AND THE STUDENTS KNOW AND FOLLOW THE ROUTINE
NO – STUDENTS DO NOT KNOW WHAT TO DO TO DISTRIBUTE MATERIALS AND THE PROCESS TAKES TOO LONG
YES – STUDENTS KNOW THE ROUTINE FOR STARTING CLASS, AND ARE IMPLEMENTING IT SUCCESSFULLY
NO – THE TEACHER HAS NOT ESTABLISHED ROUTINES FOR BREAKING INTO GROUPS
YES – STUDENTS KNOW THE EXPECTATIONS AND ARE HELPING ONE ANOTHER FOLLOW THEM
From Delaware Critical Attributes document, Adapted with permission from Charlotte Danielson’s Framework for Teaching Evaluation Instrument (2013). 

15. Agenda Welcome, Objectives and Agenda
Unpacking DPAS-II for Teachers: Criterion 3a
Identifying Strategies
Self-Reflection and Exit Ticket
<1 minute
As I previewed at the top of the session, I was intentional in using several strategies to both demonstrate procedures you might use, and to demonstrate how you might set expectations and manage behavior. Now let’s discuss what you experienced. Please turn back to the first page of your handout.

16. What did routines and procedures did you experience?
Threshold greetings
Clear instructions/procedure to sign the “contract”
Activity to do while others signed the “contract”
Hand-raising procedure to complete task
Time: 7 minutes
Materials: interactive handout
What strategies did you notice me using to manage our classroom procedures?
ASK FOR VOLUNTEERS TO SHARE OUT. HOPEFULLY THEY WILL SHARE THE STRATEGIES LISTED. THEY MAY SHARE OTHERS THAT YOU DIDN’T INTENTIONALLY USE. USE THOSE OPPORTUNITIES TO DISCUSS THE STRATEGY AND IF/HOW IT ALIGNS WITH 2A.
SLIDE IS ON ANIMATION. SHOW THE ANIMATION WHEN READY TO DISCUSS
The first strategy for setting the day up is known as “threshold.” you might remember that as each person entered the room I greeted you individually. This is a great routine to establish with students to allow you to check in with each child, and to give a chance for students to enter the classroom in an orderly fashion. This also helps with behavior as well b/c it sets the tone for the class
The second strategy was the very clear instructions and methodology by which I had groups come up to sign the contract. I dismissed you each by table and told you how to come up and when to come up. Good procedures start with very clear and explicit step by step instructions of what students should do. Starting off on the right foot includes making sure that students are very clear on what is expected of them.
Related, the third strategy was giving you a task to do while others signed the contract. This helped to minimize down time, and to make sure that everyone was engaged while you were waiting for others to sign
The last procedure was the hand raising instruction I gave you as a signal to quiet down and refocus. This strategy is quickly learned by students and can be a quiet and efficient way to bring the group back together.
Has anyone used these strategies in their classrooms before, or variations of the strategies? What has worked for you?
INVITE DISCUSSION

17. What behavior management strategies did you experience?
Creating rules together and signing a “contract”
Narration of “students” who were following instructions
Time: 7 minutes
Materials: interactive handout
What strategies did you notice me using to set and manage behavioral expectations?
ASK FOR VOLUNTEERS TO SHARE OUT. HOPEFULLY THEY WILL SHARE THE STRATEGIES LISTED. THEY MAY SHARE OTHERS THAT YOU DIDN’T INTENTIONALLY USE. USE THOSE OPPORTUNITIES TO DISCUSS THE STRATEGY AND IF/HOW IT ALIGNS WITH 2B. THE DISCUSSION MAY BE LESS ROBUST HERE B/C ADULTS DON’T TEND TO “MISBEHAVE” DURING TRAININGS IN A WAY THAT IS A USEFUL EXAMPLE.
SLIDE IS ON ANIMATION. SHOW THE ANIMATION WHEN READY TO DISCUSS
The first strategy was engaging with all of you to set and agree on classroom rules, and having you sign a “contract” that you’d follow the rules. Engaging students in setting the rules for the classroom supports them to have ownership over behavior and to follow the rules. Having students “sign” is a visible commitment they are making to follow the rules. This works with older and younger students. While older students can sign or initial, younger students can put their fingerprint. Displaying the behavior contract in the room provides a useful anchor tool to refer to when behavior is out of hand.
The second strategy was the positive narration during the activities. Often in classrooms we spend time telling students what not to do – don’t talk to your neighbor, don’t get out of your seats. Positive narration highlights and reinforces what students should do. Something as simple as “I see Juan getting right to work” can both reinforce for students what they should be doing, and can be a positive reinforcement for Juan.
It is harder to demonstrate strategies for managing behavior with adults, since most of us are usually on our best behavior. Has anyone used these strategies in their classrooms before, or variations of the strategies? What other strategies have worked for you, especially in instances of misbehavior?
INVITE DISCUSSION

18. Agenda Welcome, Objectives and Agenda
Unpacking DPAS-II for Teachers: Criterion 3a
Identifying Strategies
Self-Reflection and Exit Ticket
<1 minute
We have discussed a lot of content today. Now we will reflect and provide feedback on today’s session

19. Independent Reflection and Next Steps
What will I do to establish classroom procedures early on in the year?
What will I do to set clear behavior expectations at the start of the school-year, and to manage those expectations throughout the year?
What support do I have available? What additional support will I need?
Time: 5 minutes
Materials: interactive handout
We have gone through a lot today, and we want to make sure that all of this work serves the larger purpose: building our instructional knowledge and skills to develop professionally as individuals and a team. Recognizing that we may all be in different places in growing our practice, we are going to take pause and take the opportunity to step-back reflect on your individual practice for 5 minutes. You can record your thinking on the interactive handout. Please also write down your next steps given your reflections.
YOU CAN ASK TEACHERS TO SHARE THEIR THINKING. YOU CAN BE SELECTIVE ABOUT WHO YOU CALL ON TO ENSURE THAT TEACHERS LIKELY TO HAVE STRONG EXAMPLES ARE THE TEACHERS WHO ARE SHARING

20. Time: 5 minutes
Materials: end of session survey
Please complete the exit ticket to share your experiences about this training. We will use this feedback to inform future sessions, so please be honest and thorough.

21. Questions
Optional time for questions if people have any