Effective Behavior Management Systems in the Elementary Resource Room Denver Public School: Department of Special Edu

1. Effective Behavior Management Systems in the Elementary Resource Room Denver Public School: Department of Special Education OrientationAugust 2013

2. Do Now (3 minutes) During your Do Now on the fourth day of school, you refuse to move on until 100% of your students are following your instructions. Within 10 minutes, you have run through your entire consequence system for 2 students and the rest of your class is angry and restless. What do you do?

3. Content Learning Objectives Participants will summarize the importance of a positive classroom culture, including an example of how they will implement it, using a complete sentence after: • Reviewing examples and strategies • Working with a partner and/or group Participants will identify a ritual or routine and the sequential steps and/or visuals needed using sequential statements after: • Reviewing LE.3 on the LEAP Framework • Working with a partner and/or group • Reviewing classroom examples and recommended practices Participants will be able to draft in writing a classroom management plan with a set of rules and consequence ladder that supports positive behavior using sequential statements after: • Working with a partner and/or group • Reviewing classroom examples and recommended practices

4. Agenda • Introduction • Positive Classroom Culture • Rituals and Routines • Classroom Management Plan • Closing

5. Connection to LEAP

6. Positive Classroom Culture • Classroom Management and Environment • Clear routines that support transitions • Involve students in developing classroom culture • Create a “Shout Out Wall” • Modeling positive and precise praise • Cultural Responsiveness • Use of multicultural materials • Use of asset-based perspective • Honoring first/native language • Create a class acronym • Prepared and Prompt • Respectful to everyone • In charge of my own actions • Devoted to achieving excellence • Excited to Learn

7. Agenda • Introduction • Positive Classroom Culture • Rituals and Routines • Classroom Management Plan • Closing

9. Connection to LEAP

10. Connection to LEAP

11. Common Rituals and Routines • Walking in the hall • Classroom Jobs • Bathroom/Hall Pass • Getting materials during class • Asking/Answering questions • Throwing away paper/trash • Collecting Homework • Grading/returning papers • Handing out papers • Needing tissue • Working in groups • Turn and talks • Absent work • Drinking water • Using calculators or other manipulatives • Entry Routine • Coming in room • Getting out materials • Writing down agenda/homework • Beginning warm up • Exit Routine • How students are dismissed • Putting away materials • Leaving area • Turning in work • Sharpening pencils • Lining up • Taking breaks

12. Example of Taking Break Routine

13. Example of Visual for Key Routines

14. Example of Visual for Morning Routine

15. Example of Visual to Support Voice Level Expectations During Routines

16. Example of Visual Schedule for Centers

17. Example of Visual for Whole Class Daily Schedule

18. Rituals and Routines Key Ideas Provide visuals (classroom and/or individual) to cue and remind students of key routines Plan what you want and use the least amount of steps, materials and interruptions as possible Transfer ownership to students Observable compliance, especially with supplies Avoid bottleneck situations/areas

19. Rituals and Routines Work time (4 minutes) Draft at least one ritual or routine for your classroom that you will teach on the first day of school. (1 minute) Trade with a partner. Read his/her draft and write 1 glow and 1 grow. (1 minute) Review your partner’s feedback and ask any clarifying questions.

20. Agenda • Introduction • Positive Classroom Culture • Rituals and Routines • Classroom Management Plan • Closing

21. “ . . . without a simultaneous focus on promoting self-regulation skills, many children are likely to struggle to keep pace with the academic demands of the early elementary classroom.” Thernstrom, A. & Thernstrom S (2003) No Excuses Closing the Racial Gap in Learning

22. Expectations

23. General versus Specific Expectations • Be respectful to everyone • Be respectful to the classroom. • Be respectful to the learning environment. • Be quiet when the teacher is talking. • Use school and business appropriate language. • Keep all objects grounded. • Keep yourself to yourself. • Actively participate in all instruction and activities. • Use materials correctly.

24. Common Pitfalls Expectations Rules are not specific. Rules are difficult to maintain long-term or enforce. • Example: “Bring all supplies to class every day” Rules are actually part of a procedure. • Example: “Stay seated during the Do-Now.”

25. Good Practices to Teach Behavior Expectations Explain the expectation Solicit its rationale Have students put the expectation in their own words and/or draw a picture of what it looks like and doesn’t look like Perform a role-play Revisit rules daily or weekly and after extended breaks from school

26. Invest your students with rationale for expectations Expectations

27. Posted Rules with Visuals

28. Posted Rules with Visuals

29. Posted Rules

30. Consequences Effective Consequences: • Include positive consequences • progress gradually • flow logically and naturally from the student’s behavior • are convenient • maintain student dignity • developmentally appropriate

31. Administering Negative Consequences Consequences Private, when possible, and appropriate • Use universal language • Purpose not power • Ask and listen • Avoid the death spiral Avoid continual verbal warnings Avoid threats or rhetorical contengencies (“If you are out of your seat one more time….” or “I’ll wait” ) Document everything • Date, Student Action, Teacher Action, Resolution

32. Visual Consequence Tracker

33. Positive Behavior Tracker

34. Intrinsic Consequences

35. Classroom Management Plan Work time (8 minutes) Draft at least one ritual or routine for your classroom that you will teach on the first day of school. (2 minute) Trade with a partner. Read his/her draft and write 1 glow and 1 grow. (1 minute) Review your partner’s feedback and ask any clarifying questions.

36. Agenda • Introduction • Positive Classroom Culture • Rituals and Routines • Classroom Rules and Expectations • Closing

37. Content Learning Objectives Participants will summarize the importance of a positive classroom culture, including an example of how they will implement it, using a complete sentence after: • Reviewing examples and strategies • Working with a partner and/or group Participants will identify a core ritual or routine for their classroom, and the sequential steps and/or visuals needed to implement it, using sequential statements after: • Reviewing LE.3 on the LEAP Framework • Working with a partner and/or group • Reviewing classroom examples and recommended practices Participants will be able to draft in writing a classroom management plan with a set of rules and consequence ladder that supports positive behavior using sequential statements after: • Working with a partner and/or group • Reviewing classroom examples and recommended practices

38. Week Zero and One Planning Where does this work fit in week zero and one planning? • Behavior Management: • Develop rituals/routines and discipline plan for classroom/classes • Consult with staff regarding BIPs and specific behavioral needs of students