Consistency Management & Proactive Behavioral Instruction and Intervention Support

1. Consistency Management & Proactive Behavioral Instruction and Intervention Support Faculty In-Service August 1, 2013 Eric D. Moore, Principal Lawrence Walker, Asst. Principal Tara L. Grace-Wilson Title I PLC Coach

2. Desired Outcomes As a result of today’s meeting, my expectations for teachers is that they will be able to: • Identify specific behavioral expectations and link them to positive and proactive responses, incentives, and rewards. • Categorize different types of inappropriate student behavior along a continuum of severity and how to link them to specific, strategic staff responses that decrease or eliminate future inappropriate behavior. • Identify meaningful incentives and consequences from the perspective of students and how to organize them into a Behavioral Matrix and a calendar of classroom and school celebrations. • Introduce a research-based classroom management strategy coined Consistency Management and Cooperative Discipline to students at their current instructional level using appropriate developmental language.

3. Advanced organizer

4. To Sir With Love Watch the brief video clip and note the events that changed “Sir’s” ability to effectively teach his students and better manage their behavior. Consider the following as you watch, think, connect, and record using the questions below: • What behaviors impeded his ability initially to teach effectively? • What specific event forced Sir to change his teaching practices and behavior management pedagogy? • What immediate mind shifts did Sir make that changed his relationship with his students?

5. School-wide discipline data

6. Expulsions 4th 20 Day Period and YTD

7. Suspension 4th, 20 Day Period and YTD

8. Insubordination By Grade Level

9. Highest Infractions (4th Reporting Period)

10. Insubordination By Gender and Grade 4th Reporting Period

11. Insubordination By Location 4th Reporting Period

12. Suspensions 4th, 20 Day Period and YTD

13. Consistency Management and Cooperative Discipline

14. Definition Consistency Management is a research-based classroom management and school reform model that builds on shared responsibility for learning and classroom organization between teachers and students.

15. Consistency Management Intent Consistency Management is intended to do the following: • Create a student-centered classroom (CLE 1-4). • Turn students into citizens instead of tourists. • Create an active classroom where cooperation, participation, and support are the cornerstones. • Help students transfer the intrinsic benefits and leadership skills that they learn throughout their secondary school years. • Create a sense of ownership and responsibility for learning.

16. Consistency Management Components • Prevention • Classroom management is problem prevention rather than problem solving, thus, reducing the need for intervention. • Caring • A caring environment is the foundation for school reform (students want to know how much you care, not how much you know). • Cooperation • Moving from tourists to citizens leads to ownership, involvement and greater opportunities for student self-discipline. • Organization • Classroom organization is a mutual responsibility that adds valuable teaching and learning time and builds student ownership and self-discipline. • Community • A tapestry of parental and community involvement activities and events are necessary to link school with home and meets the needs of the modern family structure.

17. Here’s How It Works • Teacher views students and their families as partners in their learning. What is required for this to happen? • Teacher involves students in all instructional functions and classroom operations; for example, the formulation of class expectations, etc. What is required for this to happen? • Every student has a particular responsibility and role. • Teacher provides students equal access and opportunity to participate in class functions and operations. What is required for this to happen? • Teacher creates a supportive and caring environment • Students are given leadership roles within the classroom. What is required for this to happen?

18. How Teachers Should Involve Their Students in Instruction and Classroom Operations

19. Developing behavioral expectations

20. Engaging Students in Discussion Regarding Classroom Expectations • On the first day, after you have introduced yourself, engage students in dialogue regarding effective behavior expectations using the following guiding questions: • In order to make sure everyone is successful in our class, in what ways can we have instruction that is uninterrupted by distractions and where everyone is positive and respects one another? • What are some things we can do as a class to make sure that everyone has an opportunity to learn and do well? • Should anyone of your peers commits an infraction or offense, what are some possible consequences for the infraction that takes away from your learning?

21. Developing Your Behavior and Classroom Management Matrix

22. Your Behavior Management and Classroom Expectations Matrix • Using the District’s Student Code of Conduct matrix and the handouts on “Developing a School-Wide Behavior Management and Incentive Matrix” you will: • Identify the inappropriate behaviors for each Intensity level that you deem as major obstacles to effective instruction. • Match those identified inappropriate behaviors and offenses to those listed in the District’s Student Code of Conduct to determine appropriate consequences. • Enter that information in the Behavior Management and Classroom Expectations Matrix. • After your dialogue with students, you may want to add to the matrix based on your class needs.

23. Identifying the Goals of Misbehavior

24. Proactive and Corrective Responses to Goal 1 Behavior: Attention Getting • Ignore misbehavior when possible. Give attention for positive behavior when student is not making a bid for your attention. • NEVER GIVE ATTENTION WHEN STUDENT DEMANDS IT • Ignore • Do not show annoyance • Give attention at time of appropriate behavior

25. Proactive and Corrective Responses to Goal 2 Behavior: Power • DON’T FIGHT – DON’T GIVE IN • Avoid power struggles • Respect the student • Stand firm on your positive convictions and values

26. Proactive and Corrective Responses to Goal 3 Behavior: Revenge • Avoid feeling hurt. Avoid punishment (if possible) and retaliation. Build trusting relationship; convince student that she or he are cared about and cared for.

27. Proactive and Corrective Responses to Goal 4 Behavior: Display of Inadequacy • Stop all criticism. Encourage any positive attempt, no matter how small; focus on student’s individual talents and current abilities. Above all, don’t get hooked into pity, and don’t give up.

28. School-wide incentives and rewards

29. Earned Pyramid of Privileges School-based Apprenticeships, Mentoring, Peer-to-Peer Mentoring, Family Day (monthly recognition of students and their families) Free Admission to Sporting Events, Denim Friday, Breakfast or Lunch with Administrators, Homework Pass, Free Concessions… Viking Capital Card Project-based activities facilitated by teacher, Reciprocal teaching of concepts and skills, Real-world simulations, Field trips, Convocation series… Individual and School-wide celebrations, Incentive Days, Principal’s Scholars, Academic Honor Roll, Behavioral Honor Roll Student Self – Determination, Ownership, Worth, Value Student Driven Engaging and Enjoyable Learning Opportunities Awards, Recognitions Created By Eric D. Moore