A Preparation Presentation For:• Administrators •Team Members•Classroom Management Trainers•Coaches

Start Here!

The Wisconsin RtI Center/Wisconsin PBIS Network (CFDA #84.027) acknowledges the

support of the Wisconsin Department of Public Instruction in the development of this presentation and for the continued support

of this federally-funded grant program. There are no copyright restrictions on this

document; however, please credit the Wisconsin DPI and support of federal funds

when copying all or part of this material.

Goal: Assist in Purpose BuildingObjectives:

Explore ReadinessEstablish NeedCollect Evidence to Support PlanDetermine Fit with Existing InitiativesBuild Capacity for ImplementationCollect Needed Resources

The Hexagon Tool: Exploring Context by the National Intervention Research Network

Establishing the Need

Office Discipline Referrals

What’s so in Wisconsin?

Black

American Indian

Latino

0 1 2 3 4 5 6 7 8 9 10

Suspension Practices In Wisconsin

White

After 1 year After 2 years After 3 years After 4 years After 5 years0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

50%

14 %

24 %

33 %

40 %

46 %Number of new teachers who leave the profession

Framework for Teaching

Domain 1: Planning and Preparation

Content and Pedagogy, Knowledge of Students, Instructional Outcomes, Resources, Instruction, Assessment

Domain 2: Classroom Environment

Respect and Rapport, Culture for Learning, Classroom Procedures, Managing Student Behavior, Organizing Physical Space

Domain 3: Instruction

Communicating w/Students, Questioning/Discussing/Engagement, Assessment, Responsiveness

Domain 4: Professional Responsibilities

Reflecting on Teaching, Keeping Records, Communication w/Families, PLCs, Professional Development, Professionalism

Evidence

High Student Engagement = High Achievement

Home Environment/Parent Support

Student Ability

Student Learning Processes

Classroom Management

54 56 58 60 62 64 66

Factors that most impact

student engagement

December, 2012 Senate Judiciary Subcommittee

The Need for Culturally Responsive Practices

“policies and practices that pull students out of classrooms, science labs, and libraries and push them into abusive and violent jails and prisons”

Effective Educator Academic Achievement

Culturally Responsive

PracticesStudent behavior

ClassroomManagement

Effective Educator Academic Achievement

Culturally Responsive

PracticesStudent behavior

ClassroomManagement

8 Step Teacher Evaluation Process

Step 1: OrientationStep 2: Data Review and Self ReflectionStep 3: Evaluation Planning/Goal SettingStep 4: Observations, Evidence Collection and Ongoing FeedbackStep 5: Mid-Year ReviewStep 6: Final Teacher EvaluationStep 7: Final Evaluation and ConferenceStep 8: Use of Evaluation Results

Professional DevelopmentGuide Handout

Framework for TeachingDomain 1: Planning and Preparation

Content and Pedagogy, Knowledge of Students, Instructional Outcomes, Resources, Instruction, Assessment

Domain 2: Classroom Environment

Respect and Rapport, Culture for Learning, Classroom Procedures, Managing Student Behavior, Organizing Physical Space

Domain 3: Instruction

Communicating w/Students, Questioning/Discussing/Engagement, Assessment, Responsiveness

Domain 4: Professional Responsibilities

Reflecting on Teaching, Keeping Records, Communication w/Families, PLCs, Professional Development, Professionalism

Handouts: Danielson and Strong Connection

Effective Educator Academic Achievement

Culturally Responsive

PracticesStudent behavior

Classroom Management

91%

74%

50-69%

Student engagement

and praise

Behavior & Academic Achievement:

Crandon Middle & High School

In the first semester following Tier 1 training:

• Attendance increased over 3% in both buildings

• Number of course failures dropped by 36%

• Classroom behavior referrals dropped 44%

Effective Educator Academic Achievement

Culturally Responsive

PracticesStudent behavior

ClassroomManagement

1~“The Validation and Affirmation of the home culture and home language for the purposes of building and bridging the student to success in the culture of academia and mainstream society.

2~Simply put, CLRT is going where the students are culturally and linguistically for the aim of bringing them where they need to be academically.

3~Metaphorically, CLR is the opposite of the sink and swim approach to teaching and learning.”

(Dr. Sharroky Hollie, October, 2011)

Vary the methods of instruction in the classroom.(traditional, responsive and culturally responsive instruction)

Use of Discussion and Responding Protocols, Call and Response and Affirmations vs. standard instruction

Allow students to present their knowledge in a variety of ways with a focus on students’ intrinsic gifts (writing, singing, performing)

Build and Bridge to School/Classroom Language:Engage in explicit discussion about the importance of using standard American English in certain situations.

Engage Students with Culturally Responsiveness Practices

Effective Educator Academic Achievement

Culturally Responsive

Practices

Student behavior(PBIS)

ClassroomManagement

Sustaining PBISFocus on bringing PBIS into the classroom• Consistency with SW systems• High rates of acknowledgment for prosocial behavior Kent McIntosh at PBIS Forum, 2012

• Expected behaviors defined clearly• Problem behaviors defined clearly• Expected behaviors taught• Expected behaviors acknowledged regularly• Consistent consequences• Transitions are efficient• Class Wide procedures consistent with School Wide

systems• Options exist for instruction• Instruction/materials match student ability• High rates of academic success• Access to assistance and coaching

Which features best predict sustained implementation?

Base for Tier 2 and 3 Interventions• Teaching rules and routines• Reinforcing prosocial behavior at high rates• Continuum of in-class consequences

Capacity

Technical• Logical extension of past

practices• Incremental improvements

in the current situation• Can be implemented with

current knowledge

Adaptive• Fundamental or significant

break with past and current practices

• Dramatic differences in the current situation

• Requires new knowledge and skills for implementation.

Change

Addressing Assumptions and Beliefs

“Seeds are only as good as the soil in which they are planted; likewise; school

structures and practices are only as good as the

climate/culture in which they are implemented.”

Anthony MuhammadThe Will to Lead, The Skill to Teach

What does your school believe?

Effective Professional DevelopmentCOMPONENTS KNOWLEDGE SKILL TRANSFER

Study of Theory

85% 15% 5-10%

Demonstration 85% 20% 5-10%

Practice and Feedback

85% 80% 10-15%

Peer Coaching 90% 90% 80-90%

Support before accountability

Create a safe and nurturing climate for teachers to improve their skills

Feedback = Evaluation

Ongoing Feedback

Resources

On-Line Resource

Start Here! A Preparation Presentation

Classroom Overview

Training modulesRules and RoutinesAcknowledgement Systems Consequence Systems

http://www.wisconsinpbisnetwork.org/

Thank youWebinar on September 25th from 8:30 – 10:00

Register: https://www4.gotomeeting.com/register/266238447

Data collection Resources for walk throughs Coaching Culturally responsive protocols