1. PBIS and Classroom Management

2. 1. Identify needs in area of Classroom Management. 2. Review best practices in staff development. 3. Introduce topics of on-line resource. 4. Demo the use of the resource. 5. Share formats for staff development. 6. Determine supports needed. Pilot Schools

3. Why is it important to develop classroom management skills?

4. Factors that Most Impact Achievement

5. Small Group Discussion 1.How do you see PBIS being implemented at the classroom level? 2.What is missing? 3.How do you equate classroom management with PBIS? 4.How does the level of implementation of PBIS at the classroom level impact school wide PBIS efforts? 10 minutes

6. Report Out 1.Share the key points from your discussion. 2. How do you equate PBIS and Classroom Management?

7. Think: Identify your schools’ needs in the area of classroom management. Find a Partner: Share your notes. 2 minutes Share: Main points from your discussion. 5 minutes

8. Effective Professional Development COMPONENTSKNOWLEDGESKILLTRANSFER Study of Theory 10%5%0% Demonstration 30%20%0% Practice and Feedback 60% 5% Peer Coaching 95%

9. Consider 1.Who will be delivering this content. 2. What is your role?

10. As your read the Content, consider: 1.How might your schools use this? 2.Which topics do your teachers need? 3.Your level of expertise with the content. 4.Given your role, what supports do you need? 2 minutes

11. www.wisconsinpbisnetwork.org

12. Tracking Behavior Problems

13. Tracking behaviors Sensitive to measuring changeClassroom-level data to indicate trendsProblem solving

14. 1.Keep system easy and efficient to use 2.What criteria is used to determine when a problem behavior must be documented? 3.Does student need a copy of the minor referral? 4.At what point are family members notified? Tracking behaviors Katie: fix timing of animation Slight change in wording

15. What data do you need to record? How will you record the data? How will data be analyzed in your class? school wide? 1.Keep system easy and efficient to use

16. No Redirection only Student needs to be taught the routine Student needs more practice with a routine Requires minimum break in lesson delivery Results in minimum disruption to learning Yes Requires more than minimum break in lesson Disrupts learning of self or others more than minimal degree Consequence needs to be delivered 2. What criteria is used to determine when a problem behavior must be documented?

17. Discrepancy in frequencyEnter school with different behavior skillsTeaching before writing up

18. Time Energy Negative Feeling Tone 3.Does student need a copy of the minor referral? The referral paper itself is not the consequence

19. 4.At what point are family members notified? Why WaitWhen to Notify 5:1 ratio Punishment at home Cultural responsiveness Patterns emerge Behavior causes serious disruptions Slight change in wording

20. Activity 3.4a Creating a Tracking System 1.Discuss pros and cons 2.With your PBIS Universal Team, create a school-wide procedure for tracking minors.

21. Activity 3.4b Analyzing Your Classroom Data Tally or aggregate your classroom data. Is there a particular misbehavior that is taking time away from learning? Do you notice any cultural responsive issues? Is there a particular student for whom the usual consequences do not seem effective?

22. Consider: 1.How might your schools use this? How will your school/s deliver staff development in this area? 2.Which topics do your teachers need? 3.Your level of expertise with the content. 4.Given your role, what supports do you need? 2 minutes

23. 1. Identify needs in area of Classroom Management. 2. Review best practices in staff development. 3. Introduce topics of on-line resource. 4. Demo the use of the resource. 5. Share formats for staff development. 6. Determine supports needed. Pilot Schools