DCPS Teaching and Learning Framework

DCPS Teaching and Learning Framework Day Three

Teaching and Learning FrameworkWelcome and Norms Essential Questions What is the Teaching and Learning Framework and what does it mean for me? How can I deliver a relevant, engaging, and rigorous curriculum focused on the DC Content Standards? How do we create and maintain an engaging and productive learning environment? District of Columbia Public Schools

Teaching and Learning Framework Welcome and Norms Today’s Objectives Today participants will: • Articulate the district wide general philosophy and approach to student expectations and discipline and the implications for shaping your classroom environment. • Create an Instructional Behavior Management Plan, including classroom expectations and implementation procedures.

Teaching and Learning Framework Welcome & Norms DCPS Teaching & Learning Framework Standards-Based Instructional Design Process Planning Instructional Units Prioritizing Standards Lunch Clustering Standards Writing Essential Questions Closure & Feedback Agenda • Welcome & Norms • Planning Instructional Units • Aligning Assessments • Lunch • Planning Daily Lessons • Writing Lesson Objectives • Closure & Feedback • Welcome & Norms • Reinforcing Positive Behavior & Redirecting Off-Task Behavior • Student Discipline Code • Instructional Behavior Management (IBM) Plan • Reflection & Feedback • Lunch District of Columbia Public Schools

Teaching and Learning Framework Welcome and Norms Instructional Strategy Reflection 3 Truths and a Lie 3-2-1 Summarizer Equity Sticks Concept Map Think, Pair, Share Word Splash Think Aloud Praise and Polish T-Chart Mining for Information Jigsaw Clock Buddies District of Columbia Public Schools

Teaching and Learning Framework Promoting Positive Behavior DCPS TEACHING AND LEARNING FRAMEWORK • PLAN • Adopt a classroom behavior management system • TEACH • Interact positively and respectfully with students • Reinforce positive behavior, redirect off-task behavior, and de-escalate challenging behavior District of Columbia Public Schools

Teaching and Learning Framework Promoting Positive Behavior Teaching & Learning FrameworkPLAN 4 WHY THIS IS IMPORTANT When behavior management systems are thoughtfully planned and implemented, students have a clear understanding of behavioral expectations, allowing for more instructional time. District of Columbia Public Schools

Teaching and Learning Framework Promoting Positive Behavior Teaching & Learning FrameworkTEACH 8 WHY THIS IS IMPORTANT A classroom where positive and respectful interactions are the norm is likely a safe place where students will work hard and achieve at high levels. District of Columbia Public Schools

Teaching and Learning Framework Promoting Positive Behavior Teaching & Learning FrameworkTEACH 9 WHY THIS IS IMPORTANT By reinforcing positive behavior and redirecting off-task behavior, effective teachers maximize instructional time and provide a safe and productive learning environment for all students. District of Columbia Public Schools

Teaching and Learning Framework Promoting Positive Behavior Finish this Quote “If a child doesn’t know how to read, we teach. If a child doesn’t know how to swim, we teach. If a child doesn’t know how to multiply, we teach. If a child doesn’t know how to drive, we teach. If a child doesn’t know how to behave, we….teach? we….punish?” “If a child doesn’t know how to read, we teach. If a child doesn’t know how to swim, we teach. If a child doesn’t know how to multiply, we teach. If a child doesn’t know how to drive, we teach. If a child doesn’t know how to behave, we….teach? we….punish?” • Please stand. • Find a partner. • Discuss the quote with your partner. District of Columbia Public Schools

Teaching and Learning Framework Promoting Positive Behavior DCPS Approach to Creating Safe and Effective Learning Environments • Intentional school culture • Every school and classroom cultivates a welcoming, positive, safe, orderly, and healthy environment that is student-centered, developmentally appropriate, and supports teaching and learning. • Comprehensive student support • All school staff will work collaboratively to provide comprehensive support for students’ academic and social/emotional needs. • Instructional approach to behavior and discipline • School staff communicate and model clear, high expectations, actively teach students how to meet those expectations, and work with students to correct mistakes when the expectations are not met. • Consistent, progressive discipline responses that minimize disruption of instructional time • Discipline policies are developmentally-appropriate, equitable, and consistently enforced school wide.

Teaching and Learning Framework Promoting Positive Behavior Give One, Get One In the Day 3 section, locate page 2. Complete the ‘Give One’ column with a strategy you use in your classroom to address the misbehaviors in the left column. Once your column is complete, stand and circulate among your colleagues. ‘Give’ your strategy to someone else and ‘Get’ a strategy from that same person. District of Columbia Public Schools

Teaching and Learning Framework Promoting Positive Behavior Attention Getting Moves • In the Day 3 section, locate page 3. District of Columbia Public Schools

Teaching and Learning Framework Promoting Positive Behavior Attention Getting Moves • Winning – A teacher’s positive attitude and enthusiasm attract students’ attention. Dramatizing: Act out or perform material related to the lesson. District of Columbia Public Schools

Teaching and Learning Framework Promoting Positive Behavior Attention Getting Moves • Acknowledging – A teacher takes an opportunity to validate students’ feelings or to acknowledge difficult situations. District of Columbia Public Schools

Teaching and Learning Framework Promoting Positive Behavior Attention Getting Moves • Enlisting – A teacher enlists a student’s voluntary engagement in curriculum activities. Props: Use items related to the activity or content. District of Columbia Public Schools

Teaching and Learning Framework Promoting Positive Behavior Attention Getting Moves • Alerting – A teacher reengages students and maximizes participation. Pre-Alert: Let students know in advance that you will be calling on them. Wait-Time: Provide 3-5 seconds of silent think-time after asking a question. District of Columbia Public Schools

Teaching and Learning Framework Promoting Positive Behavior Attention Getting Moves • Desisting – A teacher sends a message that students must stop what they are doing and shift their attention elsewhere. • “I” Message: Use a nonjudgmental description of the behavior, how it makes you feel, and the tangible effect. District of Columbia Public Schools

Teaching and Learning Framework Promoting Positive Behavior For Understanding Show me one finger for ‘Winning’ & two fingers for ‘Desisting’ Definition 1 A teacher sends a message that students must stop what they are doing and shift their attention elsewhere. Definition 2 A teacher’s positive attitude and enthusiasm attract students’ attention. District of Columbia Public Schools

Teaching and Learning Framework Promoting Positive Behavior Group Scenario In the Day 3 section, locate page 4. Each table will be given a scenario. Read the scenario with your group. Come to consensus as a group and determine the most appropriate ‘Attention Getting Move’ for that scenario. Tables will share their scenario and solution with the rest of the room. District of Columbia Public Schools

Teaching and Learning Framework Promoting Positive Behavior Instructional Strategy Review Give One, Get One Engage students in a topic, access prior knowledge, and expand knowledge base • What instructional purpose does this strategy serve? • What learning styles are addressed? • How could it be modified for other purposes? District of Columbia Public Schools

Teaching and Learning Framework Promoting Positive Behavior Instructional Strategy Review Check for Understanding Assess student progress and comprehension • What instructional purpose does this strategy serve? • What learning styles are addressed? • How could it be modified for other purposes? District of Columbia Public Schools

Teaching and Learning Framework Student Discipline Code DCPS Student Discipline Code • In the Day 3 section, locate pages 5 – 11. • The DCPS Student Discipline Code is also known as Chapter 25. District of Columbia Public Schools

Teaching and Learning Framework Student Discipline Code DC Student Discipline Code Revisions • Community input was collected between January and June of 2008. • The revisions include clear rules and expectations, structures and supports as well as flexibility. • The revised policy has a tiered system of behaviors and consequences. Tiers 1 and 2 are critical for teachers to know and understand. District of Columbia Public Schools

Teaching and Learning Framework Student Discipline Code 5-5-5 Conversation In the Day 3 section, locate page 13. Take 5 minutes to read through the new Student Discipline Code. Record your ‘aha’ ideas in the first box. Take 5 minutes to share ideas with your tablemates. Record new ideas in the second box. We will debrief as a whole group for 5 minutes. Capture ideas from our whole group debrief in the third box. District of Columbia Public Schools

Teaching and Learning Framework Student Discipline Code DC Student Discipline Code Revisions • Tiers 1 and 2 include behaviors that disrupt classroom instruction. Disciplinary responses for these tiers range from classroom-level responses to in-school disciplinary actions. These responses should be implemented in progression. • The range of disciplinary responses in Tiers 1 and 2 are based on youth development, are good educational practice, and are aligned with the expectations of the Teaching and Learning Framework. District of Columbia Public Schools

Teaching and Learning Framework Student Discipline Code DC Student Discipline Code Revisions • Behaviors are listed from minor to most severe. • Removal from the classroom and suspension are only for major infractions or for persistent lower level behavior. The new policy mandates centralized reporting of all suspensions. • One of the most important steps for teachers is to document the steps you take in the classroom to resolve the issues. District of Columbia Public Schools

Teaching and Learning Framework Student Discipline Code How Is It Different? • In the Day 3 section, locate page 12. • Review the previous and revised focus of DC’s Student Discipline Code. • In one sentence, state the philosophical shift between the previous and revised DCPS Student Discipline Code. District of Columbia Public Schools

Teaching and Learning Framework Student Discipline Code Instructional Strategy Review 5-5-5 Conversation Give students framework to use when summarizing and reviewing a lesson, facilitate small group interaction • What instructional purpose does this strategy serve? • What learning styles are addressed? • How could it be modified for other purposes? District of Columbia Public Schools

Teaching and Learning Framework Instructional Behavior Management Plan DCPS TEACHING AND LEARNING FRAMEWORK • PLAN • Adopt a classroom behavior management system • Develop classroom procedures and routines District of Columbia Public Schools 33

Teaching & Learning FrameworkPLAN 4 Teaching and Learning Framework Instructional Behavior Management Plan WHY THIS IS IMPORTANT When behavior management systems are thoughtfully planned and implemented, students have a clear understanding of behavioral expectations, allowing for more instructional time. District of Columbia Public Schools 34

Teaching & Learning FrameworkPLAN 5 Teaching and Learning Framework Instructional Behavior Management Plan WHY THIS IS IMPORTANT Effective procedures and routines support a focus on instruction by maximizing the amount of time students are engaged in active learning. Procedures and routines provide students with clear expectations for classroom activities and minimize time off-task. District of Columbia Public Schools 35

For Understanding Teaching and Learning Framework Instructional Behavior Management Plan • What are the components of a good Instructional Behavior Management Plan? District of Columbia Public Schools 36

Considerations for Writing an Instructional Behavior Management Plan Teaching and Learning Framework Instructional Behavior Management Plan • Aligned with the DCPS Student Discipline Code and your school policies • Tailored to your students’ needs • Stated constructively and positively • Connected to a reward and consequences system • Respectful • Implemented consistently District of Columbia Public Schools 37

For Understanding Teaching and Learning Framework Instructional Behavior Management Plan • In the Day 3 section, locate page 14. • What salient points can you take from this document and how would you use them when developing a behavior management system? District of Columbia Public Schools 38

Positive Reinforcers Teaching and Learning Framework Instructional Behavior Management Plan • In your Day 3 section, locate page 15. • Which of these will be most appropriate for your students? Why? District of Columbia Public Schools 39

Build Your Plan Teaching and Learning Framework Instructional Behavior Management Plan • In your Day 3 section, locate page 16. • This is a template for your own Instructional Behavior Management Plan. • An exemplar can be found on page 17. • We will walk through the template first. District of Columbia Public Schools 40

Components of a Instructional Behavior Management Plan Expected positive behaviors Classroom rules for desirable behaviors Positive reinforcers Aligned to the DCPS Student Discipline Code Teacher’s implementation plan Teaching and Learning Framework Instructional Behavior Management Plan District of Columbia Public Schools 41

Think, Pair, Share Teaching and Learning Framework Instructional Behavior Management Plan • You will have 30 minutes to work independently on your plan. • Then we will pair up with an elbow partner. • Share at least 2 things you like about your colleagues’ work and 2 constructive insights on something that could be improved. District of Columbia Public Schools 42

Instructional Behavior Management Plan District of Columbia Public Schools 43

Don’t Forget Your Tools! Think, Pair, Share District of Columbia Public Schools 44

Revisit Objectives Teaching and Learning Framework Reflection and Feedback Today participants have: Articulated the district wide general philosophy and approach to student expectations and discipline and the implications for shaping your classroom environment. Created an Instructional Behavior Management Plan, including classroom expectations and implementation procedures. District of Columbia Public Schools 46

Feedback Teaching and Learning Framework Reflection and Feedback Please complete the daily feedback form on page 18 in the Day 3 section. Your comments are most appreciated. Thank You! District of Columbia Public Schools 47

DCPS Teaching and Learning Framework