Establishing Training Capacity for Classroom Management Part 2

1. Establishing Training Capacity for Classroom Management Part 2 Heather Peshak George, Ph.D. Kim Herrmann, S.S.P. University of South Florida Marla Dewhirst Illinois PBIS Network Forum for Change - SWPBS: Integrating Systems for All Students October 30-31, 2008 – Chicago, IL

2. Establishing Training Capacity for Classroom Management Build on what we know

3. Tiered Supports for Classroom Teachers • Positive Behavior Support, Classroom Management: Self-Assessment Revised: All with Peer Review and Problem Solving • Florida’s PBS Classroom Assessment Tool (CAT): Some (score below 10 on above) with Mentor Administrative Review and Problem Solving • Florida’s PBS Classroom Assessment Tool (CAT): Few (with score below 7 on above) with Specialist Support and Problem Solving

4. PBS Classroom Management: Self Assessment • Revision published May 15, 2006 • Completed by Teachers Quarterly • Ratio of Positive to Negative • Opportunities to Respond • Yes/No rating on 13 items: structure and predictability, expectations, active engagement, strategies to recognize appropriate behavior, strategies to respond to inappropriate behavior

5. Activity Use the blank triangle template and fill in the following: On the right side: list supports in place @ building and district for all teachers to build Classroom Management Skills at each tier: (example: 1 day staff development at the beginning of the year, 2 hours of classroom observation per semester, Master Teacher Mentors On the left side: list the resources (people) that provide this support and data they use to determine its need and outcome: (example: multiple ODR’s or lack of ODR’s from a classroom results in Principal walk through)

6. School-Wide Systems for Classroom Success:A Response to Intervention (RtI) Model Data and Support Staff Tiered Supports for Classroom Management • Tier 3/Tertiary Interventions 1-5% • _____________________ • _____________________ • _____________________ • 1-5% Tier 3/Tertiary Interventions • ___________________________ • ___________________________ • ___________________________ • 5-15% Tier 2/Secondary Interventions • ____________________________ • ____________________________ • ____________________________ • ____________________________ • ____________________________ • ____________________________ • Tier 2/Secondary Interventions 5-15% • ___________________________ • ___________________________ • ___________________________ • ___________________________ • ___________________________ • ___________________________ • Tier 1/Universal Interventions80-90% • ________________________ • ________________________ • ________________________ • ________________________ • ________________________ • ________________________ • 80-90% Tier 1/Universal Interventions • ____________________________ • ____________________________ • ____________________________ • ____________________________ • ____________________________ Illinois PBIS Network, Revised May 15, 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/school-wide.htm

7. Establishing Training Capacity • All Teachers • Master Teachers / Mentors • Administrators • Support Services Staff • District Leadership Staff • Technical Assistance outside of District: Training, Consultants, Resources (ASCD, Iris Media, etc)

8. School Action Plan

9. In Illinois • Deliver Classroom Management as a Trainer of Trainers class for External Coaches rather than a workshop for teachers • Skills embedded at the District and Building level where they are more accessible to Classroom Teachers

10. Problem-Solving Process Step 1: Identify and Analyze the Problem What’s the problem and why is it happening? Step 4: Evaluate the Plan (Response to Intervention) Step 2: Develop the Plan Is it working? What do we do about it? Step 3: Implement the Plan How do we do it?