1. Provided by the AISD Safe & Secure Schools Department 1 Positive Behavioral Interventions and Support (PBIS) Class-wide Strategies Management Plan Construct Your Classroom Management and Discipline Plan

2. Provided by the AISD Safe & Secure Schools Department 2 Determine the Level of Classroom Structure Consider all factors, especially the needs of the students, to determine whether the classroom management plan needs to involve high, medium, or low structure.

3. Provided by the AISD Safe & Secure Schools Department 3 Determine the Level of Classroom Structure (Continued) Note in your planning calendar times throughout the year to reevaluate the level of structure the classroom needs. Specifically: –During the fourth or fifth week of school, I will evaluate how well students are meeting my expectations. –Shortly after winter and spring vacations, I will evaluate how well students are meeting my expectations.

5. Provided by the AISD Safe & Secure Schools Department 5 Develop and Display Classroom Rules Develop a plan for designing and then posting three to six specific classroom rules that will be used as the basis for implementing consequences for misbehavior.

6. Provided by the AISD Safe & Secure Schools Department 6 Correct Rule Violations During the First Week Of School Have a repertoire of information-giving correction strategies to use with early-stage misbehaviors. These strategies include: –Proximity – Family Contact –Gentle verbal reprimands – Humor –Discussion– Restitution –Praise for students who are behaving responsibly –Emotional reaction

7. Provided by the AISD Safe & Secure Schools Department 7 Correct Rule Violations During the First Week Of School (Continued) When implementing any early-stage correction strategy, be careful to always treat students with dignity and respect

9. Provided by the AISD Safe & Secure Schools Department 9 Establish Corrective Consequences for Rule Violations Prepare to assign corrective consequences consistently and calmly, and keep the interaction with the student as brief as possible Consider how the consequences fit the severity and frequency of the misbehavior

10. Provided by the AISD Safe & Secure Schools Department 10 Establish Corrective Consequences for Rule Violations (Continued) Have a repertoire of corrective strategies such as: –Time owed – Response cost lottery –Timeout – Detention –Restitution – Demerits –Positive practice – Behavior Improvement Form –Response cost— loss of points

11. Provided by the AISD Safe & Secure Schools Department 11 Establish Corrective Consequences for Rule Violations (Continued) Understand the system of Progressive Consequences and, if you choose to use it, know how to make it work Understand the concept of Non- progressive Consequences Develop a plan for applying consequences to rule violations

13. Provided by the AISD Safe & Secure Schools Department 13 Know When (and When Not) to Use Disciplinary Referral Know what behavior warrants sending students to the office according to my principal or assistant principal’s guidelines, and what situations you should handle in your classroom Know how to write an objective disciplinary referral

15. Provided by the AISD Safe & Secure Schools Department 15 Discussion: Determine the Level of Classroom Structure A.Complete and share Management and Discipline Planning Questionnaires, both the teacher’s and students’ versions B.Discuss how the level of structure identified and how it will affect the Classroom Management and Discipline Plan

16. Provided by the AISD Safe & Secure Schools Department 16 Discussion: Determine the Level of Classroom Structure (Continued) C.Briefly discuss why you should periodically reevaluate the level of structure required for your class. Have each group member identify when he or she will reevaluate the level of structure necessary for his or her class throughout the school year.

17. Provided by the AISD Safe & Secure Schools Department 17 Discussion: Develop and Display Classroom Rules Have each group member share the classroom rules he or she has developed. As a group, give feedback to each person. Discuss the following aspects of classroom rules: Rules should be stated positively. Rules should be specific and refer to observable behaviors.

18. Provided by the AISD Safe & Secure Schools Department 18 Discussion: Develop and Display Classroom Rules (Continued) Teachers should plan to teach the rules using positive and negative examples. Plan on ending your lesson with a positive example. Rules should be applicable throughout the class period. Rules should be posted in a prominent, visible location.

19. Provided by the AISD Safe & Secure Schools Department 19 Discussion : Correct Rule Violations During the First Week of School As a group, discuss the pros and cons of the following instructional correction strategies. Have each group member identify those strategies he or she will plan to use during the first week of school. Proximity Family contact Gentle verbal reprimand Humor Discussion Restitution Praise students who Emotional Reaction are behaving responsibly

20. Provided by the AISD Safe & Secure Schools Department 20 Discussion : Establish Corrective Consequences for Rule Violations A.Have each group member identify whether he or she will use progressive or non- progressive consequences.

21. Provided by the AISD Safe & Secure Schools Department 21 Discussion: Establish Corrective Consequences for Rule Violations (Continued) As a group, discuss the possible corrective consequences that are reasonable to assign for various infractions of classroom rules. –Time owed – Response cost lottery –Timeout – Detention –Restitution – Demerits –Positive practice – Behavior Improvement Form –Response cost— loss of points

22. Provided by the AISD Safe & Secure Schools Department 22 Discussion : Know When and When Not to Use Disciplinary Referral A.Discuss your school’s policy regarding office disciplinary referrals.

23. Provided by the AISD Safe & Secure Schools Department 23 Discussion: Know When and When Not to Use Disciplinary Referral (Continued) B.Ask your building administrator to share trends and patterns of classroom referrals, such as type of offense or time of day, to determine if there are proactive strategies or interventions that can be implemented to reduce these trends. For example, if insubordination is a frequent problem in many classrooms, all teachers could provide more detailed lessons to teach students how to interact respectfully with people in authority.