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As a grade level take two minutes to share what you would do for Emily.

As a grade level take two minutes to share what you would do for Byron.

As a grade level take two minutes to share what you would do for Emerson.

Math

Classroom Management Support Plan A dependable system of rules and procedures provides structure for students and helps them be engaged with instructional tasks. (Brophy, 1998) Teaching rules and procedures at the beginning of the year and enforcing them consistently across time increases student academic achievement and task engagement. (Evertson, 1985; 1989; Evertson & Emmer, 1982; Evertson, Emmer, Sandord & Clements, 1983; Johnson, Stoner & Green, 1996) As students become more familiar with classroom routines and procedures, additional instructional formats and more challenging work can be incorporated. (Evertson, Emmer; & Worsham, 2003; Good & Brophy, 2003) Teachers who respond consistently feel positive about their teaching and help students improve their performance. (Frelberg, Stein & Huan, 1995) Clearly stating expectations and consistently supporting them lends credibility to a teacher’s authority (Good & Brophy, 2000)

Classroom Management Support Plan Classroom: Today’s Date: A) Vision Statement (What should be achieved in your learning environment? What is the overarching goal for all students?) B) Classroom Rules (What do the schoolwide expectations look like for your classroom?) A standard language for expected pro-social behaviors supports the consistent demonstration of those behaviors by all staff and all students. Corresponding rules operationalize behavioral expectations by providing clear, measurable directions for students. Use the columns below to list your school’s expectations and develop 3-5 positively stated classroom rules for each schoolwide expectation. (You may add or delete columns as needed.) SW Expectation #1SW Expectation #2SW Expectation #3SW Expectation #4SW Expectation #5 Follow adult directions at all times. Use kind words and actions. Keep your hands, feet and objects to yourself. Remain in your seat or area as directed. Use quiet voices and only talk when allowed.

RTI Assessments: Behavior and Academic

RTI Level Assessments: Tier 3- Intensive Tier 2- Strategic Tier 1-Core

Different Types Assessments: Screening Progress monitoring Diagnostic

Academic and Behavior Assessment Behavior and academic success are intimately connected and need to be addressed together. The purpose of Assessment is to decide whether to maintain, modify, intensify or withdraw an intervention. Frequent brief assessments measure growth in areas of need.

Sources of Assessment AcademicBehavior

Academic Grade Level Assessment Report Cards/Checklist Unit Assessment Progress Monitor Level Literacy Behavior Behavior Tally/ Chart Behavior Scales Observation Frequency Chart Target Chart Self Monitor Checklist Office Referral Attendance (tardies/absence) Sources of Assessment

Tier 1 Behavior (0-1 referrals) Tier 1 Academic Behavior Curriculum Behavior Instruction Universal Screening Classroom Management Parental Involvement Data Decisions Universal Screening Accountability Assessments Grades Parental Involvement Classroom Assessments Referral Patterns Discipline Referrals

Tier 2 Behavior (2-5 referrals) Tier 2 Academic Behavior Curriculum Indirect FBA Social Skills Behavior Contracts Parental Involvement Check-In, Check-Out Progress Monitoring Data Decisions Universal Screening Group Level Diagnostics Systematic PM Large-Scale Assessment Data Parental Involvement Classroom Assessments

Tier 3 Behavior (6+ referrals) Tier 3 Academic Behavior Curriculum Intervention Team FBA/BIP Crisis Planning Parental Involvement Wraparound District Supports Community Supports Data Decisions Universal Screening Tier I Core Instruction Tier I Progress Monitoring Tier II Interventions Parental Involvement Tier II Progress Monitoring Data Tier III Referral Form Completed

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