J. Wheatley CRITICAL ELEMENT: CLASSROOM … T1 Team...Classroom Assessment Tools •PBIS Classroom Management Self Assessment Tool 28 •STOIC Checklist •Basic 5 Walk‐through form

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CRITICAL ELEMENT: CLASSROOM SYSTEMS

“I believe that our very survival depends upon us becoming better systems thinkers.”

– Margaret J. Wheatley 

Benchmarks of QualityClassroom Systems

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Benchmarks of Quality (Revised)—Scoring Guide

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Goals and Objectives

• Identify the key components of classroom systems that should be in place campus‐wide

• Review classroom self‐assessment tool

• Develop a presentation about classroom systems for teachers

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Build Relationships

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PBIS Classroom Practices

Structured Environment

Procedures and Routines

Established Expectations

Effective Corrections

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Classroom Settings:  Key QuestionsAcronym  Word Meaning

S Structure What physical structures or procedures may need changing?

T Teach What instruction must occur for students to exhibit desired behavior?

O Observe What supervision may need changing? What data should be collected/ reviewed?

I Interact What recognition should be provided?

C Correct What corrective consequences need to be changed/ addressed?

Sprick, Randy. (2009). CHAMPS: A Proactive & Positive Approach to Classroom Management ‐ Second Edition. Eugene OR: Pacific Northwest Publishing

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Procedures

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• Attention signal taught and used 

• Beginning and ending routines

• Activities and transitions routines

• Reinforcement and correction procedures

• Miscellaneous routines: absences, tardies, work turn in/pick up, materials, bathroom, etc.

• Data collection (CHAMPS Ch. 6)

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Structure

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• Physical spaces are considered

• Effective daily schedule

• Areas clear and labeled if necessary

• Organized

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Expectations and Rules

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• 3 – 5 positively stated and posted

• Tied to school‐wide expectations

• Taught to all students

• Consistently addressed

• Reinforced

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Effective Corrections

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• STOIC is in place

• Calm, smooth, immediate, planned in advance when possible

• “Fly under the radar”

• Precorrect anticipated misbehavior

• Reteach appropriate behavior when necessary

• CHAMPS Ch. 9

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Strategies

Behavior‐Specific Praise (BSP)

Opportunities to Respond

3:1 Positive to Negative Comments

Active Supervision

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Behavior‐Specific Praise

• Immediate Positive Feedback

• Specific to the Behavior

• Follows Correct Responses

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Opportunities to Respond

Academic questions seeking a response from students

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Positive to Negative Ratio

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‐+++

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Why Did You Interact?

• If the student is engaged in a behavior that meets your expectation and you respond, the interaction is positive.

• If the student is engaged in a behavior that does notmeet your expectation and you respond, the interaction is negative/corrective.

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Active Supervision

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Observe Student Behavior (Supervise!)

• Without monitoring, even responsible adults will push the limits.

• Overnight, 7 million children in the US disappeared off the face of the earth forever.

• The year was 1987.

• The month was April.

• The date was the 15th.

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Classroom Assessment Tools

• PBIS Classroom Management Self Assessment Tool

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• STOIC Checklist

• Basic 5 Walk‐through form

• Classroom Assistance Tool (CAT)

• Classroom Checklist

Resources

• CHAMPS book

• www.pbis.org

• The IRIS Center

• Coaching Classroom Management book

• Classroom Consultation Guide.

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Next Steps

• Complete Action Plan for Classroom Systems.

• Review Classroom Assessment Tools to support teachers.

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Culturally Responsive

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Culturally Responsive Rubric

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Action Planner

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