1. SCHOOL-WIDE POSITIVE BEHAVIORAL INTERVENTIONS AND SUPPORT: ADDRESSING THE BEHAVIOR OF ALL STUDENTS Classroom PBIS: Using Classroom Procedures and Routines to Increase Efficiency KENTUCKY CENTER FOR INSTRUCTIONAL DISCIPLINE

2. Expectation Participation at In-service Activities and Assignment Completion Peer Collaboration Action Planning and Follow Through Activities Be Respectful Listen, process and ask reflective questions Reflect on each staff member’s experience and expertise Support your colleagues by offering your best ideas Consider the benefits of completing activities and seeking peer coaching Be ResponsibleContribute to learning of all Follow through with assignments Be a peer coachUtilize the activities and seek to apply your learning Training Matrix

3. Training Objectives Provide a rationale for developing and teaching procedures/routines Develop procedures/routines

4. Agenda (55 minutes) Opening/Objectives (10 minutes) Classroom Snapshot (10 minutes)  Activity #1: Self-Assessment The Purpose of Procedures/Routines (10 minutes) Writing Procedures/Routines (15 minutes)  Activity #2: Writing Procedures/Routines Summary/Next Steps (10 minutes)

5. Activity #1: Self-Assessment Complete Teaching Classroom Procedures/Routines Self-Assessment Once the Self-Assessment is completed, do the following  Select one item in each category that you feel is important to classroom management success  Turn to the person beside you and discuss

6. Why Focus on Classroom Procedures/Routines? When students can predict the events throughout their school day, they are more likely to be engaged and less likely to display problem behavior. One way to increase predictability in a classroom is to establish routines, particularly early in the school year (Kern & Clemens, 2007, p. 67)

7. Why Focus on Classroom Routines? Effective teaching includes teaching functional routines and procedures to students at the beginning of the year and using these routines to efficiently move through the school day (Leinhardt, Weidman, & Hammond, 1987) 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)

8. Discuss Importance of procedures/routines How has clarifying school-wide procedures/routines for behavior impacted student behavior? Why do you think it is important to develop and teach classroom procedures/routines?

9. What are Procedures and Routines? Routines are born from procedures  Procedures explain the accepted process for carrying out a specific activity, such as walking in the hallway, using lockers, sharpening pencils, attending an assembly, or going to the restroom  Routines are the habits we form by repeating the same set of steps over and over  Routines develop from consistent use of procedures

10. What are Procedures and Routines? Procedures should be succinct, positively stated and in age-appropriate terms Keep “Who, what, when, where, why, and how” in mind Clear procedures, taught and consistently enforced are the most critical tool to create a functional and productive learning environment

11. Elementary Example Lining Up  Sit quietly when you hear the signal  Neatly place books and materials in your desk  Quietly stand when your name (or row) is called  Push your chair under your desk  Quietly walk to the line  Stand with your hands at your sides, facing forward, no talking

12. Elementary Example Learning Position  Sit with your bottom on your chair  Sit with your legs under your desk  Keep both feet on the floor  Look at the teacher when he or she talks to the class  Keep your materials on top of your desk

13. Middle/High Example Class Discussion  Prepare for discussion by reading the required assignment in advance  Wait until the other person is finished speaking before you talk  Stay on topic  Respect other’s opinions and contributions  Use appropriate expressions of disagreement

14. Middle/High Example Entering the Classroom  Enter the classroom before the bell rings  Take your seat and get out the materials you need for class  Talk quietly until the bell rings  Stop talking and be ready to listen when the bell rings

15. Example of teaching lining up to primary students..\..\..\PBIS - Tier 1\Training Video Clips\M3 Teaching Expectations-Modeling.mpg..\..\..\PBIS - Tier 1\Training Video Clips\M3 Teaching Expectations-Modeling.mpg

16. Schedule for Teaching First Grading Period  Teach rules and procedures for all areas of school, including individual classrooms, during first week of school  Provide opportunities for review and practice  Provide frequent reinforcement/acknowledgement  After first week, review rules and procedures 2 or 3 times per week  Rapid pace, oral review during first or last few minutes of class  Surprise quizzes about procedures for extra credit points  Divide into teams, ask questions about rules and procedures, award points

17. Schedule for Teaching Second Grading Period  Review rules and procedures once per week Remainder of the Year  Review rules after breaks and as behavior warrants

18. Writing Procedures to Teach Routines Make a list of every task a student does in the classroom Determine the desired outcome Decide how students need to complete the task Consider what errors students are likely to make Consider problem areas or problem times…often a well designed routine can smooth things out

19. Activity # 2: Writing Procedures 1. Specifically consider problem areas/times in your classroom 2. Select routines from the Self-Assessment handout which apply to your setting 3. Write steps for completing each routine (these are your procedures & routines) Handout 1

20. Post-Assessment When prompted via email, complete Teaching Classroom Procedures/Routines Self- Assessment Compare pre- and post-scores; discussion will occur during faculty meeting Post-assessment will occur in approximately 4 weeks During that time, someone will visit your classroom to review your written procedures/routines

21. References Evertson, C. M., Emmer, E. T. & Worsham, M.E. (2003). Classroom Management for Elementary Teachers. Boston: Pearson Education. Good, T. & Brophy, J. (2000). Look Into Classrooms. Boston: Allyn & Bacon. Kern, L., & Clemens, N.H. (2007). Antecedent strategies to promote appropriate classroom behavior. Psychology in the Schools, 44(1), 65- 75. Leinhardt, G., Weidman, C., & Hammond, K. M. (1987). Introduction and integration of classroom routines by expert teachers. Curriculum Inquiry, 17 (2), 135-176 Newcomer, L. (2007, 2008). Positive Behavior Support in the Classroom. Unpublished presentation. 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(3), pp. 351-380.