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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

Jan 02, 2016



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PBIS and Classroom Management10 minutesIdentify 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 SchoolsFind out how many attended the pre Conference sessions at the Leadership conference. Point out that some of this content they may have seen, but we are now looking at it through the lens of their specific role.The demo will be on developing minors for classroom use.Find out how many attended any of the content pieces at the conference. This will be new content: going through the development of a minor system.At the end, we will be conducting a survey, so that we have a better job of knowing what further supports they need.Pilot Schools: As we go through this information, consider if you would like to be a pilot school. We are looking for schools that will be using this resource to develop classroom management, and might be willing to share their experience as exemplars at the next leadership conference. Get list of those interested Lori will get more info on plans ect.

10 minutesWhy is it important to develop classroom management skills?Why is it important to develop classroom management skills?Graziano reported in What Works in Education, that 46% of new teachers leave the profession within the first 5 years of teaching. The U.S. Department of Education confirms that teacher turnover is highest in public schools where half or more of the students receive free or reduced-price lunches. Students in schools with high minority populations are 5 times more likely to face an under prepared teacher.3Factors that Most Impact AchievementIn 1994, Wang et al analyzed over 11,000 statistical findings to determine those factors that correlated the highest with student academic achievement, and rank ordered 28 variables. Classroom management was at the top of the list, followed by Students Learning processes, Student ability and home environment and parent support. Despite this statistic, only 1/3 of teaching colleges teaches Classroom Management. (This was referenced by both Lori Newcomer, and Jeff Sprague (who used figure) in their presentations at the APBS conference. However, neither give citations for where those stats come from. Ideas?) Good classroom mangement = student engaged time= student achievement = what increases engaged time the most? Well identified classroom procedures

So there is a need for staff development in the area of classroom management. But what constitutes sound professional development?4Small Group DiscussionHow 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 minutesInitial needs assessment first discuss in small groups, report out - 10 minutesReport OutShare the key points from your discussion.

2. How do you equate PBIS and Classroom Management?Note any needs that come up as they share on question 1. Add this to the big paper, in prep for the next discussion.The answer to this second question may have come up in the shares, but explore it a bit more.

In needs informally noted jot down May need to prompt second question make sure we discuss this

** bringing PBIS into the classroom is smaller subset of classroom management other subsets are important as well, although not listed in Boqstarted with Boq and hope to expand to other CM subsets10 minutesThink: Identify your schools needs in the area of classroom management.Find a Partner: Share your notes.2 minutesShare: Main points from your discussion.5 minutesThink, Pair, SharePull in needs from previous discussion put on chart paper so no redundancy10 minutesEffective Professional DevelopmentCOMPONENTSKNOWLEDGESKILLTRANSFERStudy of Theory10%5%0%Demonstration30%20%0%Practice and Feedback60%60%5%Peer Coaching95%95%95%Joyce and Showers researched this in 2002. Interestingly, the current practice of presenting material during faculty meetings results in no transfer of learning to the classroom setting.

Joyce and Showers distinguished 4 parts to effective professional development:Theory Teachers must understand the underlying research for the new instructional strategy.Demonstration In this step, teachers are given an opportunity to see a masterful teacher using the strategy. Videos can be used for this piece.Practice and Feedback Immediately after the demonstration, teachers should be given a chance to practice the strategy, and receive feedback on their performance. Even when the above 3 steps are followed, transference of skills into the classroom remains low.The key step is coaching, usually provided by a peer. This involves observing teachers practice the skill within the classroom setting, with time set aside to discuss how it went. It also involves additional training sessions to refine skills.

Joyce, B., and Showers, B. (2002). Student achievement through staff development (3rd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.elopment?

Coaching may be observe/give feed back most effective, but also includes small group PLC, sharing ideas, supporting one another, examining practices and getting feedback from others

Heidi Laabs coaching series8ConsiderWho will be delivering this content.

2. What is your role?Whole group. May do a show of hands for the first question.

Write down role chart paper? Note taker? Be sure this is recorded in some manner10 minutesAs 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 minutesDo not open the group to discussion at this point. First, demo the Minor section, and have them continue to contemplate these questions as they participate in the demo.

Put on chart paper to assist in external coaches using this as a context for rest of sessionQuiet reading/self reflection time each person take notes for themselves we will continually come back to these 4 questions

Lori will send outline of content and checklists10 minutes Click on the link, and show them how to access the On-Line Modules. Begin the piece with Minors. IF they are not up, use the following slides. When it comes to the activity, have them look at the activity, and think about how it could be used in their schools.

11Tracking Behavior ProblemsYou now have a range of consequences, but how do you decide which one will be most effective with a particular student problem?

One tool that can help is an efficient procedure for tracking classroom behavior problems.10 minutesTracking behaviorsSensitive to measuring changeClassroom-level data to indicate trendsProblem solvingWith everything else that teacher needs to keep track of, why spend precious time tracking minor behavior problems?1. Minors are more sensitive to measuring change in students that need more support. At an individual student level, classroom data may show improvements or concerns that office referrals might not show. They can also provide more information about specific areas of need that a particular student may have, and which consequence would be most effective at reducing a specific behavior problem.2. Minors provide data at the classroom level that can indicate trends. Each classroom has its own set of dynamics. It is important for teachers to identify trends within their own class that, while minor, are taking time away from teaching. Classroom data can show the need for improved procedures during a certain activity, or the need for more practice in raising hands and waiting to be called on. Having an easy method of tracking classroom behavior problems can lead to more instructional time.3. In schools with low office referral rates, data from the classroom level is especially important for problem solving. Well documented minors can provide the universal team important data for identifying areas where students school-wide may need more behavioral instruction. For example, if minor disruptions or minor incidents of disrespect appear to be happening in many classrooms, the team may decide to create Cool Tools to address these problems school-wide.

10 minutesKeep system easy and efficient to useWhat 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?

Tracking behaviorsKatie: fix timing of animationSlight change in wordingTracking minors is useful, but use caution when you design the procedure. As with all elements of the PBIS consequence system, tracking minors is in the background, a necessary structure to support learning. So teacher focus should be on teaching and learning and on what the students are doing correctly. Heres how to accomplish this.Keep the system easy and efficient to use.Determine what criteria need to be met for a problem behavior to warrant documentation.Consider if the student needs a paper copy of the minor, but only if it serves a specific purpose. Documentation of minors is mostly for the teachers benefit. Determine at what point the family members need to be notified: after every minor, or only if a pattern emerges? Remember, the 5 positives to one corrective also applies to family communication.10 minutesWhat data do you need to record?How will you record the data?How will data be analyzed in your class? school wide?Keep system easy and efficient to use

Lets look more at each of these guidelines, starting with the first, to keep the procedure for tracking classroom behavior