1. 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 [product] 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.

2.  Look at BOQ criteria for implementation  Look at Team Role  Provide ideas and resources for professional development  Identify issues and begin to dialogue for solutions

3. 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.

4. ClassroomHallwayCafeteria All School Settings Respectful  Leave space for others to pass  Use appropriate volume when talking in the hallways  Walk at all times  Keep to right on stairwells  Be considerate of café workers & others  Stay in your place in line and table  Pay for all food  Use appropriate language and voice  Keep hands and feet to self  Remain quiet and listen to presenter  Use appropriate personal space  Hats off in building during school  Use appropriate language and volume Responsible  Go directly to your next class  Store backpacks and electronic devices in your locker (from 7:30 – 2:45)  Keep materials off floor  Follow West Walk Guidelines  Enter your number only  Clean up your table  Push in chair  Stay in seat until bell  Leave food & beverages in café  Dismissal by bell  Stay Seated  Keep hands and feet to self  Follow adult directions  Enter and exit appropriately  Food and drink in cafeteria only  Dress appropriately at all times Ready  Carry supplies appropriately  Be aware of people around you  Leave books/binders/coats in locker  Go directly to café  Have money & number ready  Arrive on time and rested  Be ready to participate  Know and follow school expectations PBIS TEAM FACILITATE STAFF TO ALIGN CLASSROOM RULES WITH SCHOOL-WIDE EXPECTATIONS

5. EXPECTATIONS Classroom Procedures/Routines Class-WideArrival Cooperative Learning Groups Independent Seat Work Whole Group Identify Attention Signal…….Teach, Practice, Reinforce Be Respectful Listen to others Use inside voice Use kind words Ask permission Enter/exit classroom prepared Use inside voice Listen to others Accept differences Use kind words Encourage others Use quiet voice Follow directions Eyes/ears on speaker Raise hand to speak Contribute to learning Be Responsible Be prepared Follow directions Be a problem solver Make choices that support your goals 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, and objects to self Organize your self Walk Use Materials Carefully Keep hands, feet, and objects to self Stay at seat Keep hands, feet, and objects to self

6.  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.  “Show me you are listening”  How to determine if you are doing well in class  Establish a signal for obtaining class attention  Teach effective transitions.

7. Map School-wide Rules & Expectations to Classroom Routines School RuleBe SafeBe RespectfulBe Responsible Expected Student Behaviors Walk facing forward Keep hands, feet & objects to self Get adult help for accidents & spills Use all equipment & materials appropriately Use kind words & actions Wait for your turn Clean up after self Follow adult directions Be silent with lights are turned off Follow school rules Remind others to follow school rules Take proper care of all personal belongings & school equipment Be honest Follow game rules Classroom Routines Starting the day put personal belongings in designated areas turn in homework put instructional materials in desks sharpen pencils and gather necessary material for class be seated & ready to start class by 8:30 Entering the classroom enter the room quietly use a conversational or ‘inside voice’ keep hands, feet, objects to self walk move directly to desk or assigned area sit quietly & be ready for class Working independently select area to work have materials ready work without talking raise hand to ask for help keep working or wait quietly for assistance when the teacher is helping someone else move quietly around the room when necessary put materials away when finished begin next activity when finished Asking for help always try by yourself first use the classroom signal for getting assistance keep working if you can or wait quietly remember the teacher has other students that may also need help

8. Lining Up  Neatly place books and materials in your desk.  Sit quietly when you hear the “quiet” signal.  Quietly stand up when your name (or row) is called  Push your chair under your desk  Quietly walk to the line  Stand with hands at your sides, facing forward, use your bubble

9. Class Discussion 1. Prepare for discussion by reading the required assignment in advance. 2. Wait until the other person is finished speaking before your talk. 3. Stay on topic. 4. Respect others’ opinions and contributions: Use appropriate expressions of disagreement. Entering the Classroom 1. Enter the classroom before the bell rings. 2. Take your seat and get out of materials you need for class. 3. Talk quietly until the bell rings. 4. Begin the morning assignment on the side chalk board when the bell rings.

10.  When do you use it?  How do you transition ?

11. Look over activity 9a and 9b, and the Maps on the following pages of your handout.  How could this be used in a staff meeting/grade level meeting?  How will you get buy in so it is used to support teachers and students in ALL classrooms!

12. 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.

13.  What is your feedback ratio?  Positive environment established a) 5 positive comments to every correction/negative b) First comment is positive/ celebrations  Invite buddy to observe for 10 minutes to take data  Record yourself and take the data Handout

14. Interdependent Group-Oriented Contingency Definition: Reinforcement of the class/group is contingent on the behavior of the whole class/group. Pros: Appropriate peer pressure which occurs naturally in the classroom is used to encourage positive behavioral choices. Cons: Scape-goating may occur. Students may blame one student for the class/group not earning the reward. One student may sabotage earning the reward for the whole group.

15.  I am now responsible for another person’s success….  Everyone is responsible for managing behavior ◦ “Hey- that’s not cool” ◦ “We don’t do that here…”

16.  General overview ◦ Students divided into teams ◦ Points allocated based on student behavior when game is in effect ◦ Rewards delivered periodically (end of day, end of week) based on points earned

17. 1. Determine when game will occur 2. Break class into teams 3. Review rules for Team Support 4. During game, provide points 5. Game ends, deliver recognition ◦ What is the goal?  Pre-announced versus hidden ◦ Who wins  Team with highest points versus everyone “over the bar”

18. 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.

19.  Time & effort  Unpleasant feeling  Lesson disruption The Continuum of Redirection Redirecting student attention Redirecting student attention should involve the LEAST amount of: should involve the LEAST amount of:

20. What is your continuum of redirection? Group Work: Create a continuum of redirection. Start with the least interruption to learning. Select the least intrusive strategy to gain student cooperation.  Ignore  No Lesson Break LESSON BREAK  Change seating 

21. Training Outcomes Related to Training Components Training Outcomes Training Components Knowledge of Content Skill Implementation Classroom Application Presentation/ Lecture Plus Demonstration Plus Practice Plus Coaching/ Admin Support Data Feedback 10% 5% 0% 30% 20% 0% 60% 60% 5% 95% 95% 95% Joyce & Showers, 2002

22. The education community knows what works: professional development, consistent and thorough classroom observation and using results to help good educators become great. Mary Bell, president of the Wisconsin Education Association Council Milwaukee Journal Sentinel editorial Oct 25 th, 2011

23. Performance Feedback = Evaluation \

24.  How will staff get skills? “If you don’t feed the teachers, they will eat the children” Leadership Team will: ◦ Conduct needs assessment- make professional development decisions based on results  Self assessment, Classroom Check-up  Walk through

25. Classroom Management Self-Assessment Sugai, Colvin, Horner & Lewis-Palmer Effective Classroom Management Practices Current Status Not In Pl 0 Partial 1 In Place 2 DEFINING AND TEACHING BEHAVIORAL EXPECTATIONS 1. Classroom behavioral expectations defined and taught (consistent with school-wide expectations) ESTABLISHING ROUTINES & EFFECTIVE LEARNING ENVIRONMENT 2. Classroom routines defined and taught a) Signal established for obtaining class attention b) Self-management 3. Physical layout is functional and minimized crowding a) Classroom activities have locations b) Teacher able to monitor whole class c) Traffic patterns established FEEDB ACK 4. Active supervision of classroom a) moving through classroom, scanning, interacting 5. Positive environment established a) 5 positive comments to every correction/negative b) First comment is positive/ celebrations MAXIMIZING STUDENT ENGAGEMENT 6. Maximize academic engagement a) Opportunities for student responses (0.5/min) 7. Promote academic success a) Academic success rate matches level of learning b) Curricular adaptations available to match student ability 8. Vary modes of instruction ADDRESSING PROBLEMATIC BEHAVIOR 9. Hierarchy of responses to problem behavior a) Do not ignore moderate/intense problem behavior b) Specific feedback for social/academic errors c) Responses to problem behavior allow instruction to continue 10. System available to request behavioral assistance Summary Score Total Points = ______ X 100% = % 20

26. ◦ Develop Annual Training Calendar ◦ Created timelines for implementation of each feature  Weekly skill and/or feature mini-lessons  Cool Tools ◦ Time for grade level collaboration related to the lesson  Time and resources for after school work sessions (voluntary)  Dedicated time during staff meetings ◦ Planned booster session ◦ Orientation for new staff University of Missouri Adapted from Lori Newcomer, Ph.D.

27.  Create small learning communities ◦ Ability for teachers to observe each other ◦ Get access to data- performance feedback Team builds structure-  Grade level teams provide support  Buddy system  Core master teachers

28. Observation, Take Data, Provide Feedback Periodic self-assessment for progress monitoring and fidelity check IMPORTANT: Performance Feedback = Evaluation \