PBIS and Classroom Management. 1. Identify needs in area of Classroom Management. 2. Review best practices in staff development. 3. Introduce topics of.
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PBIS and Classroom Management
1. Identify needs in area of Classroom Management.2. Review best practices in staff development.3. Introduce topics of on-line resource.4. Demo the use of the resource.5. Share formats for staff development.6. Determine supports needed.
Objectives
Pilot Schools
Why is it important to develop classroom management skills?
After 1 year After 2 years After 3 years After 4 years After 5 years0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
50%
14 %
24 %
33 %
40 %
46 %
Factors that Most Impact Achievement
Home Environment/Parent Support
Student Ability
Student Learning Processes
Classroom Management
54 56 58 60 62 64 66
Small Group Discussion1. How do you see PBIS being implemented at the
classroom level?2. What is missing?3. How do you equate classroom management
with PBIS?4. How does the level of implementation of PBIS
at the classroom level impact school wide PBIS efforts?
10 minutes
Report Out
1. Share the key points from your discussion.
2. How do you equate PBIS and Classroom Management?
Think: Identify your schools’ needs in the area of classroom management.
Find a Partner: Share your notes.
2 minutes
Share: Main points from your discussion.
5 minutes
Effective Professional DevelopmentCOMPONENTS KNOWLEDGE SKILL TRANSFER
Study of Theory 10% 5% 0%
Demonstration 30% 20% 0%
Practice and Feedback
60% 60% 5%
Peer Coaching 95% 95% 95%
Consider
1. Who will be delivering this content.
2. What is your role?
As your read the Content, consider:
1. How might your schools use this?2. Which topics do your teachers need?3. Your level of expertise with the content.4. Given your role, what supports do you need?
2 minutes
Tracking Behavior Problems
Tracking behaviors
1. Keep system easy and efficient to use2. What criteria is used to determine when a problem behavior
must be documented?3. Does student need a copy of the minor referral?4. At what point are family members notified?
Tracking behaviors
Slight change in wording
What data do you need to record?
How will you record the data?
How will data be analyzed in your class? school wide?
1. Keep system easy and efficient to use
NoRedirection 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
YesRequires more than
minimum break in
lesson
Disrupts learning of self
or others more than
minimal degree
Consequence needs to
be delivered
2. What criteria is used to determine when a problem behavior must be documented?
Time EnergyNegative Feeling Tone
3. Does student need a copy of the minor referral?
The referral paper itself is not the consequence
4. At what point are family members notified?
Why Wait When to Notify
• 5:1 ratio
• Punishment at home
• Cultural responsiveness
• Patterns emerge
• Behavior causes serious disruptions
Slight change in wording
Activity 3.4a Creating a Tracking System
1. Discuss pros and cons 2. With your PBIS Universal Team, create a school-wide
procedure for tracking minors.
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?
Consider:
1. How might your schools use this?• How will your school/s deliver staff
development in this area?2. Which topics do your teachers need?3. Your level of expertise with the content.4. Given your role, what supports do you need?
2 minutes
1. Identify needs in area of Classroom Management.2. Review best practices in staff development.3. Introduce topics of on-line resource.4. Demo the use of the resource.5. Share formats for staff development.6. Determine supports needed.
Objectives
Pilot Schools
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