Establishing Training Capacity for Classroom Management Part 2

Heather Peshak George, Ph.D.Kim Herrmann, S.S.P.University of South Florida

Marla DewhirstIllinois PBIS Network

Forum for Change - SWPBS: Integrating Systems for All Students

October 30-31, 2008 – Chicago, IL

Establishing Training Capacity for Classroom Management

Build on what we know

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

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

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)

Tier 3/Tertiary Interventions 1-5%•_____________________•_____________________•_____________________

1-5% Tier 3/Tertiary Interventions•___________________________•___________________________•___________________________

Tier 2/Secondary Interventions 5-15%•___________________________•___________________________•___________________________•___________________________•___________________________•___________________________

5-15% Tier 2/Secondary Interventions•____________________________•____________________________•____________________________•____________________________•____________________________•____________________________

Tier 1/Universal Interventions80-90%•________________________•________________________•________________________•________________________•________________________•________________________

80-90% Tier 1/Universal Interventions•____________________________•____________________________•____________________________•____________________________•____________________________

School-Wide Systems for Classroom Success:

A Response to Intervention (RtI) ModelData and Support Staff

Tiered Supports for ClassroomManagement

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

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)

Tier/Topic Evidence/Data RoadblocksStrategies and

Resources

Next Steps

Action Who? When?

Master Teachers

2 in buildingTime to visit classrooms

Floating Sub

Principal Take Class

Double up classes

Survey Staff for strategies and report to team

Marla By 11.2.08

School Action Plan

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

Step 1: Identify and Analyze the Problem

Step 2: Develop the Plan

Step 3: Implement the Plan

Step 4: Evaluate the Plan(Response to Intervention)

What do we do about it?

What’s the problem and why is it happening?

How do we do it?

Is it working?

Problem-Solving Process