1. Lori Cameron Technical Assistance Coordinator for the Wisconsin RtI Center/ PBIS Network cameronl@wisconsinpbisnetwork.org 608-617-9382 Blending Classroom Management and Teacher Effectiveness (Danielson) 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.

2. Who’s In the Room? Where are you currently in your implementation of PBIS at the classroom level? How have you integrated PBIS and Danielson? What do you want to learn from this presentation?

3. Objectives: Making Connections between Introduce the On-Line Classroom Management Resource Make Connections with Danielson Manual How to use the on-line resource using best practice in Professional Development

4. Why Focus on Classroom Management? Increases instructional time by preventing problem behavior Frees teachers from correcting misbehavior Improves classroom climate Creates shared ownership of the classroom Develops self-discipline

5. High Student Engagement = High Achievement Factors that most impact student engagement

6. RtI Definition Wisconsin RtI An organizational framework that guides implementation of a multi-level system of support to achieve academic and behavioral success for all

7. Wisconsin’s Vision in detail...

8. What was our State Data Saying? Classroom systems consistently scored low on the SAS and BOQ Data on Disproportionality was alarming Classroom application of PBIS was not in our training materials

9. December, 2012 Senate Judiciary Subcommittee Need an appropriate picture The Need for Culturally Responsive Practices

10. What’s so in Wisconsin?

11. academic task Basic Principle In the Classroom: academic skill setbehavior skill set integrated

12. Classroom Management Checklists http://www.wisconsinpbisnetwork.org

13. 8 Step Teacher Evaluation Process Step 1: Orientation Step 2: Data Review and Self Reflection Step 3: Evaluation Planning/Goal Setting Step 4: Observations, Evidence Collection and Ongoing Feedback Step 5: Mid-Year Review Step 6: Final Teacher Evaluation Step 7: Final Evaluation and Conference Step 8: Use of Evaluation Results PD Handout

14. On-Line Resource Start Here! A Preparation Presentation Classroom Overview Training modules Rules and Routines Acknowledgement Systems Consequence Systems Step 1: Orientation Start Here Document

15. Addressing Assumptions and Beliefs “Seeds are only as good as the soil in which they are planted; likewise; school structures and practices are only as good as the climate/culture in which they are implemented.” Anthony Muhammad The Will to Lead, The Skill to Teach What does your school believe?

16. View Video: Do You Believe in Me?Do You Believe in Me? Creating Buy In: Have You Had This Crucial Conversation?

17. 8 Step Teacher Evaluation Process Step 1: Orientation Step 2: Data Review and Self Reflection Step 3: Evaluation Planning/Goal Setting Step 4: Observations, Evidence Collection and Ongoing Feedback Step 5: Mid-Year Review Step 6: Final Teacher Evaluation Step 7: Final Evaluation and Conference Step 8: Use of Evaluation Results PD Handout

18. What’s Data Got to Do With It? Tells you where the need is Give baseline information to measure improvement Monitors implementation progress Measure implementation fidelity Measures the impact of the training

19. Step 2: Data Review/Self Reflection Knowledge Survey Self Reflection Checklists Framework Outline ODRs from Learning Environment Disaggregated Data BOQ/SAS Data

20. Classroom Management Checklists Self Reflection Checklist Handout: Checklists

21. Disaggregated Discipline Referral Data

22. 8 Step Teacher Evaluation Process Step 1: Orientation Step 2: Data Review and Self Reflection Step 3: Evaluation Planning/Goal Setting Step 4: Observations, Evidence Collection and Ongoing Feedback Step 5: Mid-Year Review Step 6: Final Teacher Evaluation Step 7: Final Evaluation and Conference Step 8: Use of Evaluation Results PD Handout

23. Developing a Training Plan (Step 3: Goal Setting) What will you teach? How will you make connections with: Academics? Cultural Responsive Practices? When will you teach? Prior to School Year During faculty meetings Reinforce during PLCs

24. Effective Professional Development COMPONENTSKNOWLEDGESKILLTRANSFER Study of Theory 85%15%5% Demonstration 85%20%5-10% Practice and Feedback 85%80%15-20% Coaching 90% 80-90%

25. Classroom Management Checklists http://www.wisconsinpbisnetwork.org

26. Using this Resource Teachers can study sections related to their goals. The activities can be reviewed by coached and peers to provide feedback PLCs can study sections and discuss as they would a book study Specific strategies can be part of whole staff professional development PD Handout/Reference

27. Broad statement Apply to all people and settings General statement of behavior Specific behavior Setting specific Define and are aligned with expectations Numerous Sequential All Positively stated Criteria for successful performance Must be taught and rehearsed Routine Procedure that is followed with minimal or no reminders. ExpectationProcedure Rules 3 – 5 Apply throughout the day

28. EXPECTATIONS Classroom Activities Class-WideArrival 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/equip ment 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 Keep hands, feet, and objects to self Put all materials not in use in desk Rules

29. Features Manual Knowledge Survey and Self Reflection Checklists Activities Videos Power Point version Speaker notes Suggestions for walk-throughs

30. 8 Step Teacher Evaluation Process Step 1: Orientation Step 2: Data Review and Self Reflection Step 3: Evaluation Planning/Goal Setting Step 4: Observations, Evidence Collection and Ongoing Feedback Step 5: Mid-Year Review Step 6: Final Teacher Evaluation Step 7: Final Evaluation and Conference Step 8: Use of Evaluation Results PD Handout

31. Tracking Progress : Step 4 Observations Specific part of Self Reflection Checklists Walk throughs designed for a particular skills Number of Positives To Correctives Reviewing Class Matrix Observing Routine Lesson Elements Recording Positive Acknowledgements

32. 1.Choose a skill that is easily observable 2.Identify key components of the skill 3.Train observers 4.Combine results after observation 5.Repeat several times to graph change Walk Throughs

33. Professional Learning Communities Designated Coach Video taping and review Walk Throughs Feedback/Coaching

34. Objectives: Making Connections between Introduce the On-Line Classroom Management Resource Make Connections with Danielson Manual How to use the on-line resource using best practice in Professional Development

35. PBIS Tomah High School 2013-2014 15 new teachers 25% of entire teaching staff new to PBIS

37. THS Demographics Rural School System 45 miles east of La Crosse, WI 90 miles northwest of Madison, WI 3.0% Hispanic 2.5% Native American 1.6% African American 1.2% Asian 13.7% Special Education 36.1% Economically Disadvantaged

38. Noticeable trends that have appeared since the implementation of PBIS and RtI at Tomah High School

39. Number of events that were classified as Inappropriate Language, Disrespect, and Noncompliant/Defiance

40. Disruptive Events

41. Minors Data September, 201115.5/week September, 201215.8/week September, 201315.6/week September, 201412.8/week

42. Educator Effectiveness PBIS is a significant component of the Danielson model of Educator Effectiveness Domain 2 – The Classroom Environment – Component 2a: Creating an Environment of Respect and Rapport Interactions are characterized as highly respectful, caring and sensitivity to students as individuals – Component 2c: Managing Classroom Procedures Instructional time is maximized due to efficient classroom routines, which are well understood by students – Component 2d: Managing Student Behavior Behavior is entirely appropriate, monitoring is subtle and preventive. The teacher’s response to misbehavior is sensitive to their needs and respects their dignity.

43. Teaching PBIS 101 @ THS New Staff Inservice Administration had the idea… Veteran teachers developed & implemented the inservice! – Purpose of PBIS & impact on our school culture – Focus on teaching, modeling and reteaching classroom procedures/practices Clarifying expectations Modeling expectations Allowing for student practice Emphasizing the reteaching of expectations – Sharing research focusing on positive behaviors – what you emphasize, you will see in your classroom

44. What difference does it make to teach procedures? Study of 29 schools where routines were taught the first week of class. But remember… Telling is not Teaching Elementary Level On-task behavior increased by 10% High School Level On-task behavior increased by 13%

45. Student Engagement & Praise (Evertson’s research) 91% (initial level of engagement) 74% (deliberately withheld praise) 50-69% (no positive praise & tripled criticism of off-task behaviors)

46. Teaching PBIS 101 Continued New staff toured veteran teacher’s classrooms – Displays for: Expectations Positive to negative ratios of praise – Practice for rearranging classroom to maximize instruction time – Emphasis on the importance of reviewing & reteaching expectations

47. PBIS Strategies we can practice as a staff to increase on-task behaviors!

48. Staff Inservice Veteran staff & new staff Reviewed majors/minors school flowchart using culturally responsive practices Practiced genuine positive praise Practiced classroom techniques to maximize instruction

49. Positive Praise Immediate Specific Sincere Varied Student referenced “Your eyes are on me and your mouth is quiet. Thanks for being ready to learn.” “Excellent job listening and following directions the first time.”

50. Non-examples of procedures/teacher talk for establishing behavior What was said… What’s missing? “Let’s go, get started!” not specific “You’re gonna run out of time. Get to work.” not specific-negative “Quit talking.” no redirect- expected behavior “Why don’t you finish this now so you don’t have homework?” no expectation/no redirect What’s better? “Wow, nice job of getting started on the ___ right away!” “Man, it’s great to see students working hard!” with a Rockin’ Tito’s Big 3 Ticket “Being responsible in this classroom means being focused and ready to learn.” “I want to be able to help you so I need you to continue to work.”

51. It takes 15 positives to eliminate 1 negative! What do you do to help build self-confidence in your students? How do you thank them for appropriate behavior? How do you encourage them to keep on making EFFORT? – Remember : Effort is the equalizer!

52. Positive Comments FOCUS on what is going well, NOT wrong! 1.Thank those who are doing what you want/need them to do. 2.Positive phrasing keeps the focus on students’ good behavior rather than giving a focus on the negative behavior you want to eliminate.

53. Positive Sticky Notes Write down a phrase/comment/question and stick it on their desk, assignment, etc. for them to read in your class. Examples: “I really appreciated you helping____.” “Have you ever thought of yourself as a leader?” “Thanks for doing quality work!”

54. Escalate/ De-escalate Spend no more than 1 minute on a disruptive student. Consider what your response to the situation will do. Base it on rules/goals – not on feelings! Will my next step de-escalate the situation? Disrupt the learning environment for everyone else? Give student chance to self- correct. Ask questions rather than directives…use “WE” Give choices to student in order to regain composure.

55. Operation On Time! Think your 1 st hour class has what it takes? PROVE it. It’s all or nothing in this competition. 1 hour|1 week|1 chance Friday fresh start rewards. We will select two 1 st hour classes randomly each Friday. Classes with On-time attendance for the week get free breakfast on us.

56. Positive Strategies at THS After implementing Operation On Time, Tardies decreased by 41% (370 to 152 minors)

57. Reflection What did you learn? What will you do with what you learned?

58. Thank you