J. Wheatley CRITICAL ELEMENT: CLASSROOM … T1 Team...Classroom Assessment Tools •PBIS Classroom...
Transcript of J. Wheatley CRITICAL ELEMENT: CLASSROOM … T1 Team...Classroom Assessment Tools •PBIS Classroom...
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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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