PBIS and Classroom Management

1. PBIS and Classroom Management

2. Objectives • Identify needs in area of Classroom Management. • Review best practices in staff development. • Introduce topics of on-line resource. • Demo the use of the resource. • Share formats for staff development. • 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 How do you see PBIS being implemented at the classroom level? What is missing? How do you equate classroom management with PBIS? How does the level of implementation of PBIS at the classroom level impact school wide PBIS efforts? 10 minutes

6. Report Out 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. Share: Main points from your discussion. 5 minutes 2 minutes

8. Effective Professional Development

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

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

11. www.wisconsinpbisnetwork.org

12. Tracking Behavior Problems

13. Tracking behaviors Classroom-level data to indicate trends Problem solving Sensitive to measuring change

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

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

16. No Yes 2. What criteria is used to determine when a problem behavior must be documented? 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 Requires more than minimum break in lesson Disrupts learning of self or others more than minimal degree Consequence needs to be delivered

17. Enter school with different behavior skills Teaching before writing up Discrepancy in frequency

18. Does student need a copy of the minor referral? The referral paper itself is notthe consequence Time Energy Negative Feeling Tone

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

20. Activity 3.4a Creating a Tracking System Discuss pros and cons 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: • How might your schools use this? • How will your school/s deliver staff development in this area? • Which topics do your teachers need? • Your level of expertise with the content. • Given your role, what supports do you need? 2 minutes

23. Objectives • Identify needs in area of Classroom Management. • Review best practices in staff development. • Introduce topics of on-line resource. • Demo the use of the resource. • Share formats for staff development. • Determine supports needed. Pilot Schools