MO SW-PBS Classroom Module Instructions

1. MO SW-PBS Classroom ModuleInstructions • This module is designed to provide the slides and materials needed to teach staff, students and families about a SW-PBS Classroom topic. • There is a Content Acquisition Podcast (CAP) available on the Missouri Schoolwide Positive Behavior Support websitehttp://pbismissouri.org/educators/effective-class-practice The CAP shares much of this same content in a video format. • There is also a videotape showing examples of classroom rules on the MO SW-PBS website. Feel free to show the video to add to this module. • Delete this slide before beginning your session.

2. MO SW-PBS Classroom ModuleInstructions (continued) • Handouts needed are shown by a on the slide. • Notes have been written to assist with the presentation. • More information is available in the Classroom chapter of the May 2014 MO SW-PBS Team Workbook about the topic. Content about the first four classroom modules are also embedded within chapters 3 – 6. • Delete this slide before beginning your session.

3. MO SW-PBS Classroom ModuleInstructions (continued) • If you have not done so, it is recommended you share module “Overview of Effective Classroom Practices” before presenting this module on a specific Effective Classroom Practice. • Slides 24 or 25 both are an activity to write rules. Read the notes on each slide and choose the activity that best meets your school’s needs. Delete the slide you do not use. If you choose the activity on slide 39, provide participants with a copy of your schoolwide matrix that includes CLASSROOM behaviors. • Delete this slide before beginning your session.

4. MO SW-PBS Classroom ModuleInstructions (continued) • The final slide provides space for your school to add follow up activities you will do. What will be done to measure implementation fidelity after this professional development session? If no follow up activities will be provided, delete the slide. • Call your Regional Consultant if you have questions. • Good luck! • Delete this slide before beginning your session

5. Handouts • There are 5 handouts needed for the Classroom Module • Classroom Expectations and Rules Teacher Tool • Rules Writing Worksheet Example • Classroom Rules Writing Activity Worksheet • Classroom Rules Self-Assessment • Plan to Create and Teach Classroom Rules Delete this slide before beginning your session.

6. Classroom Expectations Classroom Expectations and Rules Teacher Tool MO SW-PBS

7. Effective Classroom Practices • Classroom Expectations • Classroom Procedures & Routines • Encouraging Expected Behavior • Discouraging Inappropriate Behavior • Active Supervision • Opportunities to Respond • Activity Sequencing & Choice • Task Difficulty

8. Outcomes At the end of the session, you will be able to… • Understand the benefit of having classroom rules • Practice creating effective classroom expectations and behaviors/rules with your class. • Understand the importance of directly teaching and regularly reviewing classroom rules. • Plan how you will create and teach your classroom rules. MO SW-PBS

9. What are Classroom Expectations and Behaviors/Rules? • Expectations are valued behaviors and attitudes • Behaviors and Rules are interchangeable terms • Behaviors/Rules are the specific criteria for meeting expectations • Behaviors or rules identify and define concepts of acceptable behavior • What does it look like to be (respectful)in the classroom • Align with schoolwide expectations MO SW-PBS

10. Why Classroom Expectations? • Create a vision of a successful student. • Allow us to proactively teach behaviors for success. • Communicate a positive message to students and parents about success at school. • Provide a framework to guide teacher decisions about discipline. • Validate and support individual teachers’ procedures and requests. 98 MO SW-PBS

11. Why Classroom Expectations? • A dependable system of rules and procedures provides structure for students and helps them be engaged with instructional tasks (Brophy, 1998) • Teaching rules and routines to students at the beginning of the year and enforcing them consistently across time increases student academic achievement and task engagement (Evertson & Emmer, 1982; Johnson, Stoner & Green, 1996) • Clearly stating expectations and consistently supporting them lends credibility to a teacher’s authority (Good & Brophy, 2000) MO SW-PBS

12. Terminology • Expectations • Behaviors • Rules MO SW-PBS

13. Discussion: Importance of expectations & behaviors? • Pair Up • 2-Minute Frenzy – Discuss: • How has clarifying schoolwide/non-classroom setting behaviors/rules impacted student behavior in our school? • Why do you think it is important to clarify classroombehaviors/rules? MO SW-PBS

14. Guidelines for Writing Classroom Behaviors or Rules Consistent with schoolwide expectations O = Observable; behaviors that we can see. M = Measureable–we could actually count the occurrence of the behavior. P = Positively stated–things to do to be successful. U = Understandable–student-friendly language. A = Always applicable. 100 MO SW-PBS

15. Which of These Follow the OMPUA Guidelines? • Think before responding • Come to class on time, prepared with all supplies and assignments • Be responsible • Be ready to learn • Sit in your seat unless you have permission to leave it MO SW-PBS

16. Which of These Follow the OMPUA Guidelines? • Keep hands and feet to yourself • Turn in completed assignment • Respect others • Walk in the classroom • Don’t run MO SW-PBS

17. Other Considerations… • Develop a few behaviors/rules aligned with each schoolwide expectation • Establish rules that are easily monitored • Display behaviors/rules prominently; easily seen to use as a teaching tool MO SW-PBS

21. HS Example

22. Example Classroom Expectations Matrix Effective Classroom Practice: Instructional Activities Expectations Matrix MO SW-PBS

23. Outcomes At the end of the session, you will be able to… • Understand the benefit of having classroom rules • Practice creating effective classroom expectations and behaviors/rules with your class. • Understand the importance of directly teaching and regularly reviewing classroom rules. • Plan how you will create and teach your classroom rules. MO SW-PBS

24. Activity: Classroom Rule Writing Activity Option 1 Using the Example as a guide: • List problem behaviors in your classroom • List replacement behaviors (what we want kids to do instead), using OMPUA guidelines • List schoolwide expectations • Categorize rules within the schoolwide expectations Rules Writing Worksheet Example Rules Writing Activity Classroom Rules Worksheet MO SW-PBS

25. Activity: ReviewingClassroom Rules Activity Option 2 • List Schoolwide Expectations on the left • List Classroom Rules from your schoolwide matrix • OR Review a copy of your schoolwide matrix that includes CLASSROOM as a setting. • Check each rule to see if it meets OMPUA • Revise as needed. Classroom Rules Self-Assessment Your Schoolwide Matrix, Classroom Behaviors MO SW-PBS

26. Creating Behaviors With Your Class • Discuss why classroom behaviors are important. • List schoolwide expectations and have students make a list of classroom behaviors for each • Check for OMPUA • As a class, discuss and clarify each behavior • Publicly gain student commitment for behaviors 124 MO SW-PBS

27. Outcomes At the end of the session, you will be able to… • Understand the benefit of having classroom rules • Practice creating effective classroom expectations and behaviors/rules with your class. • Understand the importance of directly teaching and regularly reviewing classroom rules. • Plan how you will create and teach your classroom rules. MO SW-PBS

28. Classroom Rules Must Be Taught! • Post rules in a prominent location • Teachthem directly – tell, show, practice • Refer to them regularly • Provide precorrects before students are expected to use the rules in an upcoming activity. • Acknowledge students when they follow the rules. MO SW-PBS

29. Schedule for Teaching Classroom Rules • First Grading Period • Teach rules for all areas of school, including individual classrooms, during first week of school • Tell • Show—teacher models the rule • Practice—students practice • After first week, review rules 2 or 3 times / week MO SW-PBS

30. Schedule for Teaching Classroom Rules • Through Second Grading Period • Review rules once per week • Remainder of the Year • Review rules periodically as needed MO SW-PBS

31. How Will You Know Students Know the Rules? • Can 80% of your students tell you the classroom expectations and rules? • If not: • Reteach • Increase reminders/precorrects • Increase your specific positive feedback when students follow the rules MO SW-PBS

32. Communicating Classroom Behaviors/Rules with Families • Send classroom behaviors/rules home • Share teacher’s philosophy of classroom management • Encourage parents to remind, monitor and praise their child for following the classroom rules. MO SW-PBS

33. Outcomes At the end of the session, you will be able to… • Understand the benefit of having classroom rules • Practice creating effective classroom expectations and behaviors/rules with your class. • Understand the importance of directly teaching and regularly reviewing classroom rules. • Plan how you will create and teach your classroom rules. MO SW-PBS

34. Activity: Planning Time Individually or in your team/department: • Consider the Questions To Guide Your Planning in the left column • Create your plan in the right column. Be specific with actions and timelines Plan to Create and Teach Classroom Rules MO SW-PBS

35. “Although expectations used by effective educators may vary from teacher to teacher and school to school, we do not find effectively managed schools and classrooms operating without them.” Evertson & Emmer, 2008 97 MO SW-PBS

36. Questions MO SW-PBS

37. Activity: Reflection • Look at the Teacher Self-Assessment and Observation Tool section on your Teacher Tool handout. • Mark “Yes”, “No” or “In Progress” for each item. • Think how you will address any item you marked “No” or “In Progress.” Classroom Expectations and Rules Teacher Tool MO SW-PBS

38. Outcomes At the end of the session, you will be able to… • Understand the benefit of having classroom rules • Practice creating effective classroom expectations and behaviors/rules with your class. • Understand the importance of directly teaching and regularly reviewing classroom rules. • Plan how you will crate and teach your classroom rules. MO SW-PBS

39. References • Brophy, J. (1998). Motivating Students to Learn. Boston: McGraw Hill. • Evertson, C., & Emmer, E. (1982). Preventive classroom management. In D. Duke (Ed.), Helping teachers manage classrooms. Alexandria, VA: Association for Supervision and Curriculum Development. • Evertson, C., & Emmer, E. (2008). Classroom management for elementary teachers (8th Edition). Boston: Allyn & Bacon. • Good, T. & Brophy, J. (2000). Look Into Classrooms. Boston: Allyn & Bacon. • Johnson, T.C., Stoner, G. & Green, S.K. (1996). Demonstrating the experimenting society model with classwide behavior management interventions. School Psychology Review, 25(2), 199-214. MO SW-PBS

40. For More Information • Missouri Schoolwide Positive Behavior Support website: http://pbismissouri.org/educators/effective-class-practice

41. Follow Up • Insert expectations from your PBIS leadership team and/or administrator about when each teacher should have classroom rules created and posted in their classroom • Insert how your school will follow up: • Will the PBIS leadership team and/or administrator do a walk-through on a specific date? • Or will grade level/department teams do a walk through • Or will the PBIS leadership team ask students to name their classroom rules? • Insert how your school will celebrate if the outcomes of the follow up are positive. • Delete this slide if your school will not do any follow up activities.