1. SW-PBIS Classroom Systems Resources http://pbis.sccoe.org www.pbisclassroomsystems.pbworks.org http://pbis.sccoe.org www.pbisclassroomsystems.pbworks.org

2. Main Messages Invest in prevention first Invest in a “whole-school” approach to classroom management Focus as much on “ HOW to implement” as on “ WHAT to implement.”

3. Nonclassroom Setting Systems Classroom Setting Systems Individual Student Systems School-wide Systems School-wide Positive Behavior Support Systems

4. Match Need to Intervention Different staff will require different levels of Classroom Support Systems approach is required for successful implementation at ALL levels of support Challenge: embedding in a SW approach v. focusing only on individuals

5. Classroom-wide positive expectations taught & encouraged Teaching classroom routines & cues taught & encouraged Ratio of 5 positive to 1 negative adult-student interaction Active supervision Redirections for minor, infrequent behavior errors Frequent precorrections for chronic errors Effective academic instruction & curriculum Classroom Setting Evidence Based Practices How can we implement systems that support staff to implement these practices consistently?

6. Classroom Systems Building Capacity v. One Shot Support Build systems to support sustained use of effective practices – SW leadership team – Regular data review – Regular individual & school action planning – Regular support & review To begin school year & throughout school year

7. Extending SW-PBS in to the Classroom

8. Focus on the Classroom Teachers often fail to integrate SW-PBS practices sufficiently in to the classroom Potential reasons: – Need for direct training to generalization or adapt school-wide practices to classroom settings OR – That school-wide intervention does not specifically address the broader array of practices required in the classroom

9. Behavioral Expectations Extending PBIS into the Classroom

10. Defining Behavioral Expectations & Classroom Routines Link classroom to school-wide expectations What are Classroom Routines? – How to: Enter the classroom Sharpen pencil Turn in homework Get a pass Ask for help Participating in Class - Raise hand & wait to be called on Completing a Classroom Matrix w/ Routines – See pp. 1-2 in packet

13. Teaching Behavioral Expectations & Routines Extending SW-PBS logic into the classroom when Explicitly teaching expected behavior in setting w/ student practice – See Sample Lesson Plan (pp. 3-4 in packet) Link classroom to school-wide Schedule for Teaching of Expectations & Routines

14. Teaching Behaviors & Routines – Tell/model/explain – Guide practice – Monitor & assess – Give positive feedback Give corrective feedback – initial focus on prompting expected behavior – Prompt/Precorrect for Expected Behavior – Frequent Teaching & Review until class is fluent

15. Scheduling Lessons Similar to scheduling times to conduct SW PBS Lessons Can schedule times to conduct Classroom lessons & routines – In beginning of the year – Booster sessions throughout the year – Reteaching areas of concern Maybe arriving to class, raising hand & waiting to be called on, etc.

16. Time for Teachers to Complete IDEALLY… Identify and set aside times for teachers to work on this task Teachers may want to work on this in grade level teams to share ideas Have teachers turn in completed Classroom planning worksheets to PBS team to share with other teachers

17. Team Discussion Reflect on a School-wide Model for Classroom Support What ideas/questions/suggestions do you have about how to implement supports in an effective and feasible way

18. Classroom Systems Focus: School-wide Support

19. Classroom Practices Self Assessment Have staff complete the Classroom Practices Self Assessment – Classroom self assessments (p.5, 8-10 – Also available on-line Plan to complete 2-3 times per year – Fall/ Winter/ Spring Team collects data to: – Strategically guide decision making re: Prof’l Dev’t Identify staff development topics/ areas of common need – Monitor progress

20. Classroom Practices Self-Assessment

24. When Giving the Survey Make sure staff understand this is NOT an evaluative tool Encourage honest evaluation of individual practices – Anonymous responses are likely to increase accuracy of responses Recommended to preview each of the items on the survey so staff have a clear understanding of what the item is asking staff to evaluate Explain how the data will be used to target specific needs for staff development with the School-wide Goal of improving classroom practices

25. Data Summaries Graphs & Summary How to read the data

26. Percent of Participating Staff

27. Example Elementary Winter 2012-13 Rankings % Not or Partial In Place % High/Med Priority TotalRank 5:1 ratio6879147 PreCorrect79951741 Instr’l Time6384147 OTR79841632 Correct Resp74891633 T: Group Work7484158 School-wide Total % In Place = 54% Partial = 42% Not In Place = 4% Not Applicable = 1%

28. Targeted Classroom Practices PreCorrection – Chronic problem behaviors are anticipated and precorrected. 5:1 Ratio – I acknowledge student positive behavior at least 5 times more often than I acknowledge student problem behavior.

29. Team Discussion Discuss your current classroom systems How will classroom self-assessments help with your classroom systems? Which classroom self-assessments will your team use? Discuss a plan for your teachers to complete a classroom self-assessment