Leadership to Ensure Use of the Classroom Effective Practices

Insure Universals, including Classrooms are in Place 1.Expectations & Behaviors 2.Procedures & Routines 3.Acknowledgment 4.Response Strategies & Error Correction 5.Active Supervision 6.Opportunities to Respond 7.Activity Sequence & Offering Choice 8.Academic Success & Task Difficulty

Classroom Expectations and Behaviors Identify, Teach, Practice, Reinforce

A method or process for carrying out specific activities With practice, procedures become routines that help students meet the expectations. Classroom Procedures

Leadership for Procedures Grade level teams discussed common procedures Staff role played cafeteria routines—staff pretended to be students to learn procedures

Acknowledgment 4:1 Responses to Positive Student Behavior

Ways to Acknowledge Noncontingent attention—just for being you Specific Praise Contingent on Expected Behavior Proximinal Praise Group Contingencies Class Contingencies Teacher to Student Student to Student

4:1 Ratio Defined: Four comments in response to desired student behavior to one response to student misbehavior. Interactions with students are considered positive or negative based on the behavior of the student at the time the attention is given, not the demeanor of the teacher. Creates an overwhelmingly positive environment where appropriate behavior receives more attention than inappropriate. Reavis, Jenson, Kukic & Morgan (1993)

Leadership for Acknowledgement Administrators did Walk throughs to tally teacher responses to student behavior Gave data to teachers Teachers and administrators complimenting teachers and classes meeting expectations

Response Strategies & Error Correction

Correction Quiet Private Non-verbal sometimes Professional Tone and Demeanor Q-TIP

Leadership for Response Strategies & Error Correction Retraining staff on process – Review major and minor Forms – Role Play process (Handout #1) 1.Teacher with student who misbehaves 2.Student who misbehaves 3.Buddy Room teacher 4.Coaches/Encourager for role play

Multiple Opportunities to Respond Active Engagement of Students

Multiple Opportunities to Respond A teacher behavior that prompts or solicits a student response (Simonsen et al, 2008) – Reading aloud – Writing answers to a problem – Verbally answering a question – Responding to a teacher’s cue

Leadership for Opportunities to Respond Grade Level Teams brainstormed list of ways to increase OTR – Fist to 5 – thumbs up, sideways, down – Chorale responding Purchased new white boards Cooperative Learning Structures cards – Pair and share – A to Z – Inside, outside circle Accountable – ongoing discussions at team meetings

The Other Effective Classroom Practices 1.Expectations & Behaviors 2.Procedures & Routines 3.Acknowledgment 4.Response Strategies & Error Correction 5.Active Supervision 6.Opportunities to Respond 7.Activity Sequence & Offering Choice 8.Academic Success & Task Difficulty

Parkade Elementary Tier 2 Team Structure Classroom Teachers Grade Level Teams Tier 2 Development Team Tier 2 Core Team

Self-Reflection “Form B” Table Tents at each Grade Level Team Meetings (Handout #2) Include Classroom Effective Practices on Grade Level Team Agendas (Handout #3) Classroom Expectations and Rules – I have created and posted classroom rules aligned with school-wide expectations. – I have filed a copy of my classroom rules in the office. – 80% of my students can tell the classroom expectations and rules.

Resources Missouri SW-PBS Website – Effective Classroom Practices