pbis strategies to enhance professional...

PBIS Strategies to Enhance Professional

Practice

Kari Oyen, Ed.S. NCSP Pat Hubert

SD PBIS Trainer SD PBIS Trainer Lennox School ESA Region 2 District

Kari Oyen, SD PBIS TrainerLennox SchoolDistrict

Objectives

•! Understand history of evaluation in SD and efficacy of evaluating teacher s effectiveness •! Basic understanding of Danielson's

Framework for Teaching: Domain 2 •! Linking PBIS strategies and Domain

2: The Classroom Environment •! Leave with tools to facilitate

increased competency for each component of Domain 2

Evolution of Evaluation

Teacher Evaluation Work Group – 2009-10

!!Members appointed by the Secretary of Education

!!Members to include: teachers, principals, superintendents, school board members, parents, & SDEA, SASD, ASBSD members

!!Purpose: Provide input in developing the four tier rating system and evaluation instrument used by districts for teacher evaluation

October 2011

Per the recommendation of work group, the SDB of Education adopted Charlotte Danielson’s Framework for Teaching as the state’s professional performance standards for teachers. 1. Planning and Preparation 2. Classroom Environment 3. Instruction 4. Professional Responsibilities

PBIS in South Dakota

•!Not a new initiative

•!Started in 2007

•!22 Districts/schools

•!5 state trainers

•!Trying to focus on fidelity

Evaluating Teacher Effectiveness

Why needed? 1. Teachers desire meaningful feedback on instructional practices and guidance on expectations 2. Traditional evaluations did little to highlight expectations and differing between high- and low-performing teachers (Widget effect)

(Sartain, Stoelinga, and Brown, 2011)

Times are changing! Traditional Evaluation •! Single time point for classroom

observation

•! Use of checklist tools (strength/weakness, yes/no)

•! Single observer

•! High performance ratings given to almost all of the teachers

•! Does not include student outcomes

Evidenced-Based Evaluation •! Multiple time points for classroom

observation

•! Use of rubrics that define instructional improvement on a continuum

•! Multiple observers

•! Variation in performance ratings among teachers

•! Links teacher effectiveness to student performance


Research says!

There is a strong relationship between classroom observation ratings and test score growth.

When you know better! Examples in practice

Cincinnati: Improving a teacher’s overall classroom practices scores by one point is associated with a .14 SD increase in reading and .11 SD increase in math.

(Kane, Taylor, Tyler, & Wooten, 2011)

Chicago: Across almost all of the Framework components, teachers with the lowest observation ratings also have the lowest value-added measures, whereas the highest-value added measures were seen with those with the highest observation ratings. (Sartain, Stoelinga, and Brown, 2011)

Evaluations Identify Good Teachers In Cincinnati teachers’ ratings by classroom observers predict how

much their students learn.

(Kane, Taylor, Tyler, & Wooten, 2011)

Overall teaching practices

Classroom managemen

t skills (relative to

instructional practices)

Use of questions/discussion (relative to standards/ content)

Teachers with higher Framework ratings had higher value-added measures


Unsatisfactory Basic Proficient Distinguished

The Domains

1: Planning & Preparation

2: The Classroom Environment

3: Instruction

4: Professional Responsibilities

(Danielson, 2007)

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What a teacher knows and does in preparation for engaging students in learning.

Domain 1 – Planning and Preparation

What a teacher does to establish and maintain a culture for learning that supports cognitive engagement.

Domain 2 – The Classroom Environment

Domain 4 – Professional Responsibilities

Domain 3 – Instruction

What a teacher does to cognitively engage students in the content.

Professional responsibilities and behavior in and out of the classroom.

establish and maintain a culture for learning that supports

Classroom Environment What a teacher does to establish and maintain a culture for learning that supports cognitive engagement.


establish and maintain a culture


Domain 3 – Instruction

What a teacher does to establish and maintain a culture for learning that supports cognitive engagement.

What a teacher does to establish and maintain a culture

(Danielson, 2007)

Domain 2: Classroom Environment 2a: Creating an environment of respect and rapport - Teacher interaction with students - Student interactions with one another 2b: Establishing a culture for learning - Importance of the content - Expectations for learning and achievement - Student pride in work 2c: Managing classroom procedures - Management of instructional groups - Management of transitions - Management of materials and supplies 2d: Managing student behavior – Expectations - Monitoring of student behavior - Response to student misbehavior 2e: Organizing Physical Space

- Safety and arrangement of furniture - Accessibility to learning and use of physical space

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Domain 2: Classroom Environment

5*6'$#-78!

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==*>'$?'7%7<8!2c: Managing classroom procedures

2d: Managing student behavior – Expectations

2e: Organizing Physical Space

2a: Creating an environment of respect and rapport

2b: Establishing a culture for learning 2b: Establishing a culture for learning

(Danielson, 2007)

Components/Elements

ELEMENT

L E V E L O F P E R F O R M A N C E

UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED

Teacher Interaction with Students

Teacher interaction with at least some students is negative, demeaning, sarcastic, or inappropriate to the age or culture of the students. Students exhibit disrespect for teacher.

Teacher-student interactions are generally appropriate but may reflect occasional inconsistencies, favoritism, or disregard for students’ cultures. Students exhibit only minimal respect for teacher.

Teacher-student interactions are friendly and demonstrate general warmth, caring, and respect. Such interactions are appropriate to developmental and cultural norms. Students exhibit respect for teacher.

Teacher demonstrates genuine caring and respect for individual students. Students exhibit respect for teacher as an individual, beyond that for the role.

Student Interaction

Student interactions are characterized by conflict, sarcasm, or put-downs.

Students do not demonstrate negative behavior toward on another.

Student interactions are generally polite and respectful.

Students demonstrate genuine caring for one another as individuals and as students.

DOMAIN 2: THE CLASSROOM ENVIRONMENT COMPONENT 2A: CREATING AN ENVIRONMENT OF RESPECT AND RAPPORT

Elements: Teacher interaction with students! Student interaction

Figure 6.7 D 2:

Teacher interaction with students! Student interaction

ELEMENT

Teacher Interaction with Students

Teacher interaction with at least some students is negative, demeaning, sarcastic, or inappropriate to the age or culture of the exhibit disrespect for teacher.

Student Interaction

Student interactions are characterized by conflict, sarcasm, or put

APPORTCOMPONENT DOMAIN 2: THE CLASSROOM ENVIRONMENT

OMPONENT 2A: CREATING AN ENVIRONMENT OF RESPECT AND RAPPORTElements:

Teacher interaction with students Student interaction

OMPONENT 2A: CREATING AN ENVIRONMENT OF RESPECT AND RAPPORT

(Danielson, 2007)

ELEMENT L E V E L O F P E R F O R M A N C E

UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED

Teacher Interaction with

Students

Teacher interaction with at least some students is negative, demeaning, sarcastic, or inappropriate to the age or culture of the students. Students exhibit disrespect for teacher.

Teacher-student interactions are generally appropriate but may reflect occasional inconsistencies, favoritism, or disregard for students’ cultures. Students exhibit only minimal respect for teacher.


Teacher demonstrates genuine caring and respect for individual students. Students exhibit respect for teacher as an individual, beyond that for the role.

Student

Interaction

Student interactions are characterized by conflict, sarcasm, or put-downs.

Students do not demonstrate negative behavior toward on another.

Student interactions are generally polite and respectful.

Students demonstrate genuine caring for one another as individuals and as students.

DOMAIN 2: THE CLASSROOM ENVIRONMENT COMPONENT 2A: CREATING AN ENVIRONMENT OF RESPECT AND RAPPORT

Elements: Teacher interaction with students! Student interaction

Teaching is a performance. Performances are measured using rubrics.

17

L E V E L O F P E R F O R M A N C EUNSATISFACTORY BASIC PROFICIENT

E R F O R M A N C EDISTINGUISHED

Students demonstrate


Student interactions are

PROFICIENT

student interactions are friendly and demonstrate general warmth, caring, and

Teacher demonstrates genuine caring and respect for individual students. Students exhibit respect for teacher as an individual, beyond that for

DISTINGUISHED

generally polite and respectful.

genuine caring for one another as individuals and as students.

interactions are appropriate to developmental and cultural norms. Students exhibit respect for teacher.

Student interactions are Students demonstrate

interactions are individual, beyond that for the role.

(Danielson, 2007)

Performance Levels: Key Words

Unsatisfactory Basic Proficient Distinguished

Unsafe Lack of

Unaware Harmful Unclear

Poor Unsuitable

None

Partial Generally

Inconsistently Attempts

Awareness Moderate Minimal Some

Consistent Frequent

Successful Appropriate

Clear Positive Smooth

Most

Seamless Solid

Subtle Skillful

Preventative Leadership STUDENTS

Always

18

Teacher-directed success!

Student-directed success!

Levels of cognition and constructivist learning increase

Frequent Successful Appropriate

Clear

Solid Subtle Skillful

Preventative

Generally Inconsistently

Attempts Awareness

Domain 2

•!Creating an Environment of Respect and Rapport

•!Establishing a Culture for Learning

•!Managing Classroom Procedures

•!Managing Student Behavior

•!Organizing Physical Space

So!How do you get to DISTINGUISHED?

Tools & Research

for the Domains How to reach DISTINGUISHED in Domain 2

Research Research for the Domains

How to reach DISTINGUISHED in Domain 2

2A Environment of Respect/Rapport

Elements: • Teacher-student

interaction

• Student-student interaction

(Danielson, 2007)

DISTINGUISHED Teacher demonstrates genuine caring and respect for individual students. Students exhibit respect for teacher as an individual, beyond that for the role. Students demonstrate genuine caring for one another as individuals and as students.

Examples:

•! Teacher inquires about a student’s soccer game last weekend (or extracurricular activities or hobbies).

•! Students hush classmates causing a distraction while the teacher or another student is speaking.

•! Students clap enthusiastically after one another’s presentations for a job well done.

•! The teacher says: “That’s an interesting idea, Josh, but you’re forgetting ...”

Examples: •! Classroom interactions are highly respectful, reflecting

warmth/caring/sensitivity to students as individuals. •! Students exhibit respect for the teacher & contribute to

high levels of civil interaction between all members of the class.

•! In addition to the characteristics of “proficient”: •! Teacher demonstrates knowledge and caring about

individual students’ lives beyond school. •! When necessary, students correct one another in their

conduct toward classmates. •! There is no disrespectful behavior among students. •! The teacher’s response to a student’s incorrect

response respects the student’s dignity.

2A Environment of Respect/Rapport

RESEARCH Whitaker (2004) indicates that the “hallmarks of effective teachers is that they create a positive atmosphere in their classrooms and schools”. He goes on to say, “Effective teachers treat everyone with respect, everyday” (p. 45). Ratio of 6-8 positive to 1 negative adult-student interaction. (Sugai, 2007)

Whitaker (2004) indicates that the “hallmarks of effective teachers is that they

2A Environment of respect/rapport

1st Step Tool 1. Classroom Management: Self-Assessment Revised Brandi Simonsen, Sarah Fairbanks, Amy Briesch, & George Sugai, Center on Positive Behavioral Interventions and Supports, University of Connecticut

Available: http://state.rti4success.org/index.php?option=com_resource&view=single&cid%5B%5D=533 (Click Classroom Management Self Assessment)

2A Environment of respect/rapport

Intensive: Student Contracts, Function-based behavior planning

Targeted: Increase Ratio of interactions, Daily Report cards, Mentoring programs

Universal: Explicit Teaching of “RESPECT” expectations and reward system

Universal“RESPECT” expectations and reward system reward system

2B Culture for Learning

•! Importance of content •!Expectations for

learning and achievement •!Student pride in

work

(Danielson, 2007)

DISTINGUISHED: Students demonstrate through their active participation, curiosity, and attention to detail that they value the content s importance.

Students take obvious pride in their work and initiate improvements in it, for example, by revising drafts on their own initiative, helping peers, and ensuring that high-quality work is displayed.

Both students and teacher establish and maintain through planning of learning activities, interactions, and the classroom environment high expectations for the learning of all students.

Examples •! The classroom culture is

a cognitively vibrant place, characterized by a shared belief in the importance of learning.

•! The teacher conveys high expectations for learning by all students and insists on hard work.

•! Students assume responsibility for high quality by initiating improvements, making revisions, adding detail, and/or helping peers..

In addition to the characteristics of “proficient”: •!The teacher communicates a genuine passion for the subject. •!Students indicate that they are not satisfied unless they have complete understanding. •!Student questions and comments indicate a desire to understand the content rather than, for example, simply learn a procedure for getting the correct answer. •!Students recognize the efforts of their classmates. •!Students take initiative in improving the quality of their work.


RESEARCH

Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, & durable for all students. (Zins & Ponti, 1990)

Jackson and Davis (2000) recommend rich learning environments. Additionally, the speak of intelligence as fluid and not fixed and that if we are to increase it, students must be given access to a diversity of materials, opinions, and options.

Successful individual student behavior support is linked to host environments or school climates that


TOOL Evidence is found through classroom observations, nature of interactions and tones of conversation (Danielson, 2007) Fixed vs Growth Mindset – which are you? Carol Dweck, 2006 http://mindsetonline.com/testyourmindset/step1.php

2B Establishing A Culture for Learning

Intensive: Check-in/Check-out, Self-monitoring

http://www.pent.ca.gov/pos/rti/threetiersbehrti.pdf

Targeted: Opportunities to Respond

(Haydon, Mancil, & Van Loan, 2009)

Cooperative learning

(Beyda, Zentall, & Ferko, 2002; Linnenbrink & Pintrich, 2002)

Universal: Growth Mindset (http://missmj.edublogs.org/2013/03/03/fixed-mindset-vs-growth-mindset-which-one-are-you/)

Universal(http://growth-mindset-which-one-are-you/) growth-mindset-which-one-are-you/)

Targeted Opportunities to Respond

Cooperative learning

•! http://poweroficu.com/teaching-methods-and-strategies http://www.interventioncentral.org/blog/instruction/how-help-students-complete-missing-work-late-work-teacher-student-conference

http://miblsi.cenmi.org/MiBLSiModel/Implementation/ElementarySchools/TierIISupports/Behavior/TargetBehaviorInterventions/CheckInCheckOut.aspx

2C Managing Classroom Procedures

•! Management of instructional groups

•! Management of transitions

•! Management of materials and supplies

•! Performance of non-instructional duties

•! Supervision of volunteers and paraprofessionals

(Danielson, 2007)

DISTINGUISHED: Groups working independently are productively engaged at all times, with students assuming responsibility for productivity.

Transitions are seamless, with students assuming some responsibility for efficient operation.

Routines for handling materials and supplies are seamless, with students assuming some responsibility for efficient operation.

Systems for performing non instructional duties are well established, with students assuming considerable responsibility for efficient operation.

Volunteers and paraprofessionals make substantive contribution to the classroom environment.


RESEARCH A structure of rules and procedures allows students to be more engaged in academic tasks. (Brophy, 1998)

Teaching rules at the beginning of the school year and then taking the time to consistently reinforce them throughout the year will increase achievement and task engagement. (Evertson & Emer, 1982; Johnson, Stoner & Green, 1996)

RESEARCH RESEARCH A structure of rules and procedures A structure of rules and procedures allows students to be more engaged in allows students to be more engaged in


TOOL “Classroom Procedures & Routines Self-Assessment” From: MU Center for PBS & MO SW PBS Classroom Practice Mini-Module Handout 1 Available: http://sdpbis.wikispaces.com/Presentation+materials Video sample: https://www.teachingchannel.org/videos/silent-attention-getting-technique


TOOLS

Intensive: Function based behavior planning process (skill needed vs. performance)

Targeted: Visual scheduling (age appropriate from pictures to words)

Universal: Explicitly teach, rehearse, and reinforce procedures http://www.pent.ca.gov/pos/cl/es/proceduralchecklist.pdf

and reinforce procedures http://www.pent.ca.gov/pos/cl/es/proceduralchecklist.pdfhttp://www.pent.ca.gov/pos/cl/es/proceduralchecklist.pdf

2D Managing Student Behavior

•! Expectations •!Monitoring of

student behavior •! Response to

student misbehavior

(Danielson, 2007)

DISTNIGUISHED: Standards of conduct are clear to all students and appear to have been developed with student participation. Monitoring by teacher is subtle and preventive. Students monitor their own and their peers behavior, correcting one another respectfully. Teacher response to misbehavior highly effective and sensitive to students individual needs, or student behavior is entirely appropriate.

2D Examples

•! A student suggests a revision in one of the classroom rules.

•! The teacher notices that some students are talking among themselves and without a word moves nearer to them; the talking stops.

•! The teacher asks to speak to a student privately about misbehavior.

•! A student reminds his/her classmates of the class rule about chewing gum..

(Danielson, 2007)

2D Examples

•! Student behavior is entirely appropriate.

•! Students take an active role in monitoring their own behavior and that of other students against standards of conduct.

•! Teachers’ monitoring of student behavior is subtle and preventive.

•! Teacher’s response to student misbehavior is sensitive to individual student needs and respects students’ dignity.

(Danielson, 2007)

•! In addition to the characteristics of “proficient”:

•! Student behavior is entirely appropriate; there no evidence of student misbehavior.

•! The teacher monitors student behavior without speaking – just moving about.

•! Students respectfully intervene as appropriate with classmates to ensure compliance with standards of conduct.


RESEARCH Clearly stating expectations and consistently enforcing them lends credibility to a teacher’s authority. (Good & Brophy, 2000)

Teachers who respond consistently feel positive about their teaching and help students improve their performance. (Freiberg, Stein & Huan, 1995)

RESEARCH Clearly stating expectations and consistently enforcing them lends


TOOLS

Classroom Management Profile is a self-assessment tool developed by the Department of Special Education, Indiana University adapted by Diana Browning Wright. Available: http://www.pent.ca.gov/pos/cl/es/classroommanagementstyle.pdf

2D Managing Student


TOOLS

SLANT: Dr. Anita Archer/Kipp Charter Schools http://www.podcast.tv/video-episodes/structuring-active-participation-7th-grade-9669520.html

Or

Setting Expectations https://www.teachingchannel.org/videos/setting-classroom-tone

2D Managing Student


TOOLS Intensive: Reinforcement Sandwich

Targeted: Rainbow Club

Universal: Explicitly teach, rehearse, and reinforce expectations

Available: www.pent.ca.gov

expectationsexpectationsAvailable:

Classwide Systems to Cue, Shape, and Model Behavior

by Diana Browning Wright

RAINBOW CLUB (BSP Desk Reference pg. 22)

•!Each student in the class starts a time period (typically one week) with the first color of a six to eight color rainbow. •!As the week progresses, students earn additional colors. Teachers can hold up colors of the rainbow as they walk around the room as “cues” for rule following and task completion behaviors. •!During brief free time activities, students may engage in activities for which they have earned eligibility.

Rainbow Club in action Rainbow Club in action

Variations

Teaching Interaction – Reinforcement Sandwich

(Browning Wright, Cafferata, Keller, & Saren, 2009)

A Correction Strategy explained!

(Browning Wright, et. al., 2009)

5. The Bottom Bread - When he has demonstrated the agreed upon behavior, return to the student at eye level and give verbal reinforcement.

3. The Meat -Remind the student of what he/she will do as previously agreed (“Remember you were going to raise your ___ [Wait for the student to say the word hand, if necessary, provide the first sound of the word hand] then continue with what the student would do in the same prompting manner”) 4. The Condiments -Tell the student you will continue with another task and wait for him to show you the agreed-upon behavior to use in this stressful situation.

2. The Cheese -State the problem behavior that just occurred (“Just now you said, ‘I hate this f-ing school and all you f-ing teachers’.”)

1. The Top Bread - Approach the student, get on eye level or below. Tell the student what he had done correctly before the problem occurred (“Thank you for being on time today & getting ready to listen now.”)

2E Organizing Physical Space

•! Students ask whether they can shift the furniture to better suit the differing needs of small-group work and large-group discussion. •! A student closes the door to shut out

noise in the corridor or lowers a blind to block the sun from a classmate’s eyes. •! A student suggests an application of the

white board for an activities

(Danielson, 2007)

2D Examples •! The classroom is safe, and learning is accessible to all students,

including those with special needs. •! Teacher makes effective use of physical resources, including

computer technology. •! The teacher ensures that the physical arrangement is appropriate to

the learning activities. •! Students contribute to the use or adaptation of the physical

environment to advance learning. •! In addition to the characteristics of “proficient”: •! Modifications are made to the physical environment to accommodate

students with special needs. •! There is total alignment between the goals of the lesson and the

physical environment. •! Students take the initiative to adjust the physical environment. •! Teachers and students make extensive and imaginative use of

available technology.


RESEARCH

Shalaway (2005) examines the physical environment of successful classrooms. She indicates that warm, well-run classrooms begin with the room’s physical layout---the arrangement of desks and working space, the attractiveness and appeal of bulletin boards, the storage of materials and supplies. She also emphasizes that easy accessibility of materials and supplies can eliminate delays, disruptions, and confusion as students prepare for activities.

Shalaway (2005) examines the physical environment of successful classrooms. She


TOOL

Class Set-Up tool is a virtual layout tool that helps teachers design customized and effective classrooms to promote learning. This tool is used to rearrange and set-up mock classrooms, and map out virtual seating charts.

Available: http://teacher.scholastic.com/tools/class_setup/

2E: Organizing Physical Space

TOOLS Intensive: Plan of action with individual classroom teacher Targeted: Proximity control

Universal: Explicitly teach, rehearse, and reinforce expectations of physical space

rehearse, and reinforce expectations of physical space

It All Comes Together!

•!A GREAT combination!

•!PBIS’ers are READY

•!Non-PBIS’ers have great motivation and tools to get there

•!WIN-WIN-WIN

Other Domains

•! Domain 1: Planning & Preparation

•! Domain 3: Instruction •! Component 3a: Communicating Clearly and Accurately •! Component 3b: Using Questioning and Discussion

Techniques •! Component 3c: Engaging Students in Learning •! Component 3d: Providing Feedback to Students •! Component 3e: Demonstrating Flexibility and

Responsiveness

•! Domain 4: Professional Responsibilities

References Beyda, S. D., Zentall, S. S., & Ferko, D. K. (2002). The Relationship between Teacher Practices and the Task-

Appropriate and Social Behavior of Students with Behavioral Disorders. Behavioral Disorders, 27(3), 236-55.

Brophy, J. (1998). Motivating Students to Learn. Boston: McGraw Hill.

Browning Wright, D. (2012). What is your classroom management profile?. Retrieved from http://www.pent.ca.gov/pos/cl/es/classroommanagementstyle.pdf

Browning Wright, D. (2013). Behavioral RtI. Retrieved from http://www.pent.ca.gov/pos/rti/threetiersbehrti.pdf

Browning Wright, D., Cafferata, G., Keller, D., & Saren, P. (2009). The bsp desk reference. Retrieved from http://www.pent.ca.gov/dsk/bspdeskreference.pdf

Danielson, C. (2007). Enhancing professional practice: A framework for teaching. Alexandria: Association for Supervision and Curriculum Development.

Evertson, C., & Emmer, E. (1982). Preventive classroom management. In D. Duke (Ed.), Helping teachers manage classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.

Freiberg, J., Stein, T., & Huan, S. (1995). Effects of a classroom management intervention on student achievement in inner-city elementary schools. Educational Research and Evaluation, 1, 36-66.

Good, T. & Brophy, J. (2000). Looking in classrooms (8th ed.). New York: Longman.

Haydon, T., Mancil, G., & Van Loan, C. (2009). Using Opportunities to Respond in a General Education Classroom: A Case Study. Education & Treatment Of Children (West Virginia University Press), 32(2), 267-278

References Jackson, A. W., & Davis, G. A. (2000). Turning points 2000: Educating adolescents in the 21st century. New York:

Teachers College Press.

Johnson, T.C., Stoner, G. & Green, S.K. (1996). Demonstrating the experimenting society model with classwide behavior management interventions. School Psychology Review, 25(2), 199-214.

Linnenbrink, E. & Pintrich, P. (2002). Motivation as an enable for academic success. School Psychology Review, 31(3), 313-327.

Scholastic. (2012). Class set-up tool. Retrieved from http://teacher.scholastic.com/tools/class_setup/

Shalaway, L. (2005). Learning to teach!not just for beginners: The essential guide for all teachers. New York: Scholastic.

Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for research to practice. Education and Treatment of Children, 31, 351-380.

Sugai, G. (2007). School-wide positive behavior support: What is it?. Retrieved from http://www.opi.mt.gov/pdf/mbi/SchoolPosBehaviorSupport.pdf

Sugai, G. & Barrett, S. (2009). Classroom and behavior management basics. Retrieved from http://www.usviosep.org/PDF/suminst09/GSugai/Teaching%20classroom%20routines%20lesson%20template.pdf

Whitaker, T. (2004). What great teachers do differently: Fourteen things that matter most. Larchmont, NY: Eye on Education.

Zins, J. E. & Ponti, C. R. (1990). Best practices in school-based consultation. In A. Thomas, & J. Grimes (Eds.), Best practices in school psychology II (pp. 673-693). Washington, D.C.: National Association of School Psychologists.

Contact Us Presenters: Pat Hubert [email protected] Kari Oyen, Ed.S. NCSP [email protected]

State of South Dakota PBIS Coordinator: Becky Cain [email protected]

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