Module 2 Expectations and Procedures Section 2: Developing Procedures

1. Module 2 Expectations and Procedures Section 2: Developing Procedures

3. Wisconsin’s Framework for Equitable, Multi-level Systems of Supports EQUITY is a central part of Wisconsin’s framework. This brief video clip provides an introduction to culturally responsive classroom management. • Additional resources: • More about Wisconsin’s framework • More about Equity: Wisconsin’s Model to Inform Culturally Responsive Practices

4. This Module is Specifically Connected to These Key Features:

5. Objectives and Outcomes Know and Understand: Where you are losing instructional time Do: Develop/refine one classroom procedure

6. Connection to Tiered Fidelity Inventory: 1.8 1.8 Classroom Procedures: Tier 1 features (school-wide expectations, routines, acknowledgements, in-class continuum of consequences) are implemented within classrooms and consistent with school-wide systems. *Evidence exists showing 80% of staff are implementing all 4 features and there is a formal, written policy.

7. Making Connections to Trauma Sensitive Education Creating a Safe Learning Environment • Physical • Emotional • Academic • Social and • Behavioral Classroom Management Module 2 And Trauma Sensitive School Module 12 TSS Environmental Safety Review

8. Current Classroom Management Practice is now more about understanding the class as a social system, than pupil behavior and discipline. (May Britt Posthom, 2013) Helps develop a social system within the class that sets the stage for learning

9. Evidence Based Practice: Procedures and Routines • Make the classroom more predictable. • Increase instructional time by preventing problem behavior. • Free teachers from correcting misbehavior. • Improve classroom climate. • Create shared ownership of the classroom. • Develop self-discipline. Predictability is especially important for students who have experienced trauma

10. Review: Expectations, Procedures & Routines Expectation Both Stated positively Criteria for successful performance Must be taught and rehearsed Procedure Broad statement Apply to all people and settings General statement of behavior Sequential Aligned with expectations Numerous Setting specific Routine = Procedure that is followed with minimal or no reminders.

11. Developing Procedures The first step in establishing routines.

12. Where do you lose instructional time in your classroom? Activity 2.2 Part 1: Individual Reflection The materials for this activity can be found in Resource Packet for Module 2: Expectations and Procedures

13. Activity 2.2 Part 2: Reflection Looking at your list, note which of these rely on: • Clear Classroom Procedures (CCP)? • Social-Emotional skills (SE)? • Study Skills (SS)? • Self Regulation Skills (SR)? Is there more you want to add to your list? Reflection:3 min The materials for this activity can be found in Resource Packet for Module 2: Expectations and Procedures

14. Activity 2.1 Revisited Look over your matrix or the samples from Activity 2.1 • Does it include indicators that address where you lose instructional time? • What indicators need to be broken down into smaller skill sets? With Partner: 6 min The materials for this activity can be found in Resource Packet for Module 2: Expectations and Procedures

15. Procedures and Routines 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. • How to determine if you are doing well in class • How to identify and regulate emotions • How to use the calming corner Teach effective transitions Establish a signal for obtaining class attention integrated academic skill set behavior skill set

16. Activity 2.2 Part 3: What is your attention signal? What is your attention signal? When do you use it? Reflect and Share The materials for this activity can be found in Resource Packet for Module 2: Expectations and Procedures

17. Attention Getting Signals Play signals video

18. Teaching Your Attention Signal Attention Drum Switch it Up Secret Word

19. What is your attention signal(s)? • Do you have more than 1? • Is it traditional, responsive or culturally responsive? • If it is responsive, how might you be able to add a cultural component to make it culturally responsive. Reflection: 2 min Share: 3 min

20. Developing Class Procedures

21. Connections with the Class Matrix

22. Map School-wide Expectations to Classroom Routines

23. Map School-wide Expectations to Classroom Routines

24. Map School-wide Expectations to Classroom Routines

25. Activity 2.3: Developing Your Procedures Enter room quietly Take down chair Put homework in basket Begin bell work See 3 before me Entering the class 20 min The materials for this activity can be found in Resource Packet for Module 2: Expectations and Procedures

26. View Through a Culturally Responsive Lens Pair:20 min

27. Check Your Understanding Which of the following are true statements about classroom procedures? (Click on each statement to reveal answer) • Classroom procedures help students develop self-discipline and independence. FALSE • Classroom procedures keep the classroom quiet. TRUE • Classroom procedures gain instructional time. • Classroom procedures are a breakdown of steps that can be applied to social and academic enablers and transitions TRUE FALSE • All steps of a procedure should be included on the class matrix. FALSE

28. Self-Reflection Checklist • Complete the Self-Reflection checklist items for this module. • Identify one or two areas that you would like to improve Reflection The checklist can be found in theResource Packet for Module 2: Expectations and Procedures

29. Making the Most of Your Learning: Use KASAB! Skills Classroom Management Observation Tool (CMOT) CR Practice Checklist Knowledge TSS: Chapter 12 Trauma Sensitive Safety Review Tool Missouri PBIS video VABB Newsletter Second Step SEL alignment Aspirations Are you satisfied with the amount of time you spend teaching, vs addressing behavior concerns? Attitude Improve 1 routine and note impact Behavior Use PLC’s for support Peer coaching

30. Wrapping Up: Twin Circles Identify 2 – 3 strategies you will put into place when you return to the classroom.

31. Acknowledgements Evertson & Emmer (2008). Classroom management for elementary teachers (8th Edition). Boston, MA: Allyn and Bacon. Kern, L. & Clemens, N.H. (2007). Antecedent strategies to promote appropriate classroom behavior. Psychology in the Schools, 44(1), 65-75. Learning Forward (learningforward.com) Missouri School-wide Positive Behavior Support (pbismissouri.org) Newcomer, L. (2008). Positive behavior support for the classroom, unpublished presentation. Wisconsin Department of Education’s School Mental Health Project Wong, H. K. & Wong, R.T. (2005, 4th Ed.) The first days of school: How to be an effective teacher. Mountain View, CA: Harry K. Wong Publications.