1. PBIS in the Classroom: Structure Application
(Your campus) PBIS Team
Student Services Department

2. Review: Structure Classroom structure includes:
Desk arrangement (appropriate for academic activity)
Décor
Staying organized: have systems and routines from the first day of school for you and your students.
Maximizing structure in your classroom helps you to set the occasion for appropriate behavior.
Establish predictable routines.
Click to show each bullet and indented bullet and read them to participants as you go through. Ask if there are any questions, and answer as appropriate.
Handout Arranging Classroom for Success document

3. Rules within Routines Matrix
Expectations
Classroom Routines
Group work
Desk work
Quizzes and tests
Arrival
Dismissal
Respect
Offer ideas
Complete all tasks
Sit with feet on the ground
Get up and stretch if necessary
Study for all assessments
Read through and double-check all work
Get all supplies for the day
Lock belongings in locker
Check on homework
Pack necessary materials
Responsibility
Compliment others’ ideas
Listen and make eye contact
Work silently
Read quietly if finished ahead of others
Keep eyes on your own paper
Study with others
Keep phone off and in bag
Move out of the way quickly in the hall
Let others sit with you on the bus
Hold doors for those with bags
Ready to Learn
Keep materials organized
Move desks quietly
Keep desk area clean
Keep aisles clear
Use scrap paper
Close locker doors quietly
Move chairs quietly
Push chairs under desks
Walk in the hallways
Rules within Routines Matrix
Routines
Rules
Entering Classroom
Seat Work
Small Group Activity
Leaving Classroom
Be Safe
Be Respectful
Be Responsible
Schoolwide guidelines for success
Routines for the CLASSROOM setting
Say, “This is an example of a classroom matrix. The classroom expectations are written in the left-hand column; the classroom routines are written across the top. Remember, we don’t want to have more than 3-5 expectations. We should have between 5-7 routines. These routines are unique to your classroom; a science classroom won’t have the same expectations as an English classroom, and a kindergarten classroom won’t have the same expectations as a fifth grade classroom. Once you’ve determined your expectations and your routines, you define each expectations in the context of the routine. For example, on this matrix, ‘Respecting property (the expectation) during group work (the routine)’ looks like keeping materials organized and moving desks quietly. You should have 2-3 examples of expectation-following behavior for each routine. That is, each box should have 2-3 observable and measurable behaviors that define that expectation in the context of that routine.” Ask if there are any questions, and answer accordingly.
What the behaviors look like and sound like
(positively stated!)

4. Classroom Matrix Activity
On the matrix provided:
Write your school’s Guidelines for Success in the left-hand column (as indicated).
Write your classroom routines across the top row (as indicated).
In each box, write at least three positively-stated observable behaviors that define what the Guideline for Success looks like in the routine.
Walk participants through the instructions for the “Classroom Matrix Activity”. Give them 15 minutes to complete this task.
After the 15 minutes, ask participants to share any questions, concerns, or great ideas they had while completing the activity. Answer any questions. Before moving on, ask, “Do you think it would be appropriate to have students involved in creating your classroom matrix?” Solicit responses; if necessary, provide an answer: “It may be appropriate to involve students in the development of your classroom matrix. You could distribute copies of the matrix with your expectations and routines filled in and ask them to define what those expectations look like during those routines. Remember, though, you want to have your matrix done at the start of the school year, if possible, so if you want to have students involved, this could be a first-day-of -school activity.”
Finish by saying, “Once you’ve finished your classroom matrix, it should be displayed prominently in the classroom as a visual prompt to follow the expectations. You might want to give each student a ‘desk copy,’ too, and we recommend sending a copy home to parents and guardians.”

5. Action Item: PBIS Team Planning
How will teams, along with oversight from administration, ensure that all teachers have matrices in their classrooms by January 2016?
Will matrices be developed:
Per individual teacher?
Per grade level/content level?
Teacher oversight must be led by the campus administration.
Do not include this slide in the presentation…this is for team planning purposes ONLY
To meet district expectations –
ALL TEACHERS SHOULD HAVE A CLASSROOM BEHAVIOR EXPECTATIONS MATRIX CREATED, POSTED AND TAUGHT TO STUDENTS by January 31, 2016.
Campus PBIS teams will need to determine ways in which teachers can meet this expectation. Some campuses may choose for content level or grade levels to develop one matrix. Other campuses may choose for individual teachers to develop their own matrix.
As compliance with the January 31, 2016 district expectation is an administrative function; teacher oversight must be led by the campus administration.

6. Wrapping It Up: Teacher Practice Activity
PBIS Team uses this slide (add as many slides as needed) to provide campus-specific guidance for teachers
See slide 5 for planning

7. For More Information Refer to the Student Services intranet website.
From inside AISD, click on:
w3.aisd.net/studentservices
Click on the PBIS tab
Consult with member(s) of your campus PBIS team
Who do I contact for more information? (read information on the slide)
Also, there is additional information on the back of your handout on how to find more information about PBIS and to access the handouts electronically. Please leave your completed feedback forms at your tables along with the Professional Learning Participant Matrix. Thank you and have a great day!