1. Student Engagement Presenter(s) August 22 nd, 2013

2. Who is here? Go around your table and introduce yourself: – Name – School and Grade Level/ Subject – What you do to unwind from work

3. Who is here? Stand up if you are a elementary teacher? Stand up if you are a middle school teacher? Stand up if you are a high school teacher? Stand up if this is your first teaching job? Stand up if you have taught before in another district?

4. Learning Intention Those present will experience and discuss what student engagement looks like in a classroom and understand how to prepare for engagement before the first day of school and how to create engagement on a daily basis within their classroom.

5. Success Criteria You know you are successful when: You understand what you need to implement before school begins to have academic and behavior engagement in your classroom. You understand and can implement various academic and behavior strategies on a daily basis to increate engagement in your classroom.

6. Blank Action Plan Complete as we go through the day Any ideas you here or think of that you want to take back to your classroom What steps do you need to take to implement these ideas? What support and resources do you need?

7. What is engagement? Imagine you are walking into a classroom that has students engaged in the learning process? – What do the students and the teacher look like, sound like, and what are they doing? Share at table 10 minutes – http://www.online-stopwatch.com/countdown-timer/ http://www.online-stopwatch.com/countdown-timer/

8. High Quality Instruction High quality instruction for MPS includes rigorous curriculum, instruction and assessments presented in a safe, caring and respectful environment. Instructional practices are differentiated, developmentally appropriate, engaging, standards and research based, data driven, and culturally responsive for all students. High quality instruction occurs at every grade with a multi-level system of support, from the universal core to selected interventions. 8

9. Definition for High Quality Instruction on Engagement … “Instruction that results in students being actively involved, interested, persistent and responsible for their own behavior and learning centered around clearly articulated and posted learning intentions and success criteria aligned to standard.” MPS District-Wide Plan for School Improvement 2012-2013

10. Preparing for Engagement How to prepare your classroom for students to be behaviorally and academically engaged

11. Classroom Expectations and Procedures Creating and Using a Classroom Matrix of Expectations

12. Not……..

13. List behavior expectations What behaviors do you want? When do you want to see them? All rules fit under the school-wide expectations – Be Safe, Be Respectful, and Be Responsible How will they know if they are meeting the expectations? Consistency Instead….

14. Expectation Posters as adults On the freeway there are frequent speed limit signs Reminder to turn off cell phone before a movie Before entering a sports game there is a sign reminding you what you can and can’t bring in Stores have a sign saying “no shoes, no shirt, no service” Others?

15. Old Classroom Rules No talking No horseplay Raise hand and wait to be called upon No gum, drinks, or food Don’t get our of your seat without permission No sleeping Always have your supplies Sharpen your pencil at the beginning of class

16. Whole Group Small Group AssessmentBeSafe Remain in seat Keep materials on or below your desk Stay with your assigned group members Use materials for their intended use Remain in you seat Keep materials on or below your desk BeRespectful Raise your hand to share Actively listen to all members of the classroom Raise your hand to share or for questions Actively listen to all members of your group Use a 4 foot voice level Quiet until all have completed the assessment Raise your hand if you have questions BeResponsible Stay focused on the assigned task Bring supplies everyday Hand-in your work Work cooperatively with group members Perform the duties of your individual role Have materials ready before the assessment begins Read all directions,use your time wisely, & check your work when finished

17. Routines Expectations

18. Create a Matrix Think of 3 transitions within your classroom – Whole group, small group, assessment, etc For each transition think of 1-2 rules under each of Be Safe, Be Respectful, Be Responsible http://youtu.be/2sc1A8EqN9g

19. 5 minutes http://www.online-stopwatch.com/countdown-timer/ Small Group Be Safe: stay in your group Be Respectful: listen to your partner Be Responsible: contribute to group

20. Share out at table

21. Procedures Do you take the same route to work every day or a different route? Do you get ready in the morning in the same order? Procedures allow you (and students) to focus on what is important (learning)

22. Students know what is expected of them Consistency (same thing occurs daily) No wiggle room to “bend the rules” More time for instruction/ less time spent on explaining what to do and giving directions New students can enter class and pick up on classroom procedures If your students know what to do and how to do it during class, they can more easily attend to what is most important. Students can focus on learning Benefits of Procedures

23. Entering the classroom Getting to work immediately End of class dismissal Participating in class discussions Going into groups Turning in papers/ homework When you finish early How/ when to use the pencil sharpener, tissue, garbage During announcements Procedures to Consider Asking a question Responding to fire, severe weather, and tornado drills Leaving the classroom When visitors arrive Keeping a notebook Interruptions Getting classroom materials/ supplies Teacher getting entire class’s attention From The First Days of School, by Harry Wong

24. Complete Procedures Sheet 10 minutes http://timer.onlineclock.net/

25. Share Out as Group

26. Academic Engagement

27. Inquiry Approach vs. Coverage Approach Mr. Coverage

28. = “ The What” Source: : The Common Core is the “what.” PBL is the “how.” Experts and NewBies Blog. Buck institute for Education 2012.

29. = “ The How” Source: : The Common Core is the “what.” PBL is the “how.” Experts and NewBies Blog. Buck institute for Education 2012.

30. Does NOT Solve the Problems of Engagement

31. Directions: Work in small groups to generate a word, short phrase or sentence that begins with each letter in the word “inquiry” that defines what inquiry- based learning means to you.

32. Inquiry-Oriented Instruction: Curriculum Models Project-based learningQuestions circles Expeditionary learning Idea circles Problem-based learning Learning circles Group investigation Writing circles Inquiry groups Peer writing groups Study groups Negotiated curriculum Topic studies Multigenre projects Guided inquiry Inquiry circles Literature circles

33. Break and Reflect 15 minute break to stretch your legs and minds. Respond on poster paper: Two things you will work on before students enter your classroom on Day One http://www.online-stopwatch.com/countdown-timer/

34. Creating Engagement How to create engagement on a daily basis in your classroom

35. Behavior Engagement Attention Signal Active Supervision Pre-Correction Re-Direction Verbal Acknowledgements

36. Used to get the attention of all students Involves visual and sounds Students all stop what they are doing and pay attention to teacher Needs to be practiced with students Acknowledge students who follow the attention signal https://www.teachingchannel.org/videos/atte ntion-getting-signals-practice https://www.teachingchannel.org/videos/atte ntion-getting-signals-practice Attention Signal

37. Ideas for Attention Signal- share out

38. Active Supervision Continually moving and scanning the entire room Ensure you know what every student is involved in at all times Never turning your back on students Interacting with students and “checking-in” as you move randomly throughout the room

39. When entering an area – hallway, cafeteria, etc When transitioning within a classroom – Going into small groups Stop, teach the expectations (use poster) Wait to see expectations in students Transition **Use the Classroom Matrix** Pre-Correction

40. Adults are pre-corrected When you go to see a movie, everyone is reminded every time to turn off their cell phone. It isn’t assumed that people know to turn off their cell phone, they are reminded. Same with students. Teacher should remind every student, every time what the expectations are before transitioning. Don’t assume they “should know” the expectations.

41. Pre-Correction in MPS http://youtu.be/bDg2tNr4dXg

42. You are going to pass out a test, how might you use your classroom expectations to prepare the students? You are going to break into small groups, how might you ensure the students behavior will be appropriate while transitioning and while in groups? Scenarios

43. When students fail to meet expectations Need to remind of expectations Allow for student to reach expectation Implement classroom level intervention Interventions: – Proximity to student – Moving student – Call home – Behavior Contract Re-direction

44. Brainstorm What are some re-direction strategies you can use with students (for example using proximity control) Discuss at table and share out 5 minutes – http://www.online-stopwatch.com/countdown-timer/ http://www.online-stopwatch.com/countdown-timer/

45. Redirection Being Used MPS Examples http://youtu.be/6JN-IgGuiXU

46. Verbal Acknowledgements Acknowledging all positive student behaviors from all students All students should hear 5-1 positive feedback to corrective feedback – Thank you for being respectful and taking the test in silence. – I appreciate how you are in class, on time, and with all your materials. – Great job cleaning up your area around your desk.

47. Acknowledgements in the Classroom http://youtu.be/TIjrpV5xOH0

48. Practicing Acknowledgements Imagine you are in a classroom in which students are all engaged in small group activities. Go around your table and everyone give an example of a verbal acknowledgement you could give to individual students or a group.

49. Danielson and Behavior Domain 1 Component B: Demonstrating Knowledge of Students Domain 1 D: Demonstrating Knowledge of Resources Domain 2 A: Creating an environment of Respect and Rapport Domain 2 B: Establishing a Culture of Learning Domain 2 C: Managing Classroom Procedures Domain 2 D: Managing Student Behavior Domain 3 C: Engaging Students in Learning Domain 3 D: Providing Feedback to Students Domain 4 C: Communicating with Families Domain 4 D: Contributing to the School and Community

50. Academic Engagement

51. Inquiry-Oriented Instruction: Curriculum Models Project-based learning Questions circles Expeditionary learning Idea circles Problem-based learning Learning circles Group investigation Writing circles Inquiry groups Peer writing groups Study groups Negotiated curriculum Topic studies Multigenre projects Guided inquiry Inquiry circles Literature circles

53. = “ The How” Source: : The Common Core is the “what.” PBL is the “how.” Experts and NewBies Blog. Buck institute for Education 2012.

55. Driving Question… “How can we help our parents pick the best cell phone plan?

56. Designing PBL Start with the standards – The Core What standards will be taught and assessed? CC Math Driving Question: “How can we pick the best cell phone plan for our family?” - F – IF – Interpret functions that arise in applications in terms of context - F – IF – Analyze functions using different representations - F – BF – Build a function that models a relationship between two quantities In-Depth Inquiry vs. Breadth Application of Content and HOTS Real World Connection and Application Meets a Need!

58. Go around table and each mention: – One item for academic engagement that you are going to prepare for before students enter your classroom. – One item for behavior engagement that you are going to implement before students enter your classroom. – What follow-up/ support will you need to ensure this occurs? Your take-aways

59. What best practices do you see in this video: http://youtu.be/9FeFB25Y2BQ Jot down notes, then we will share out

60. Exit Sheet “PBIS Classroom” or “Teacher Cheat Sheet” What is a PBIS Classroom in terms of: – Environment (relationships, welcoming, etc) – Pre-Correction of Behaviors (classroom matrix) – Procedures (practice, practice, practice) – Re-direction (proximity control, etc) – Attention Signal

61. Resources Available MPS RtI and PBIS Website: – http://www5.milwaukee.k12.wi.us/dept/rti/ http://www5.milwaukee.k12.wi.us/dept/rti/ Various Resources: – http://www5.milwaukee.k12.wi.us/dept/rti/resources/behavior/ http://www5.milwaukee.k12.wi.us/dept/rti/resources/behavior/ MPS PBIS Youtube Channel – http://www.youtube.com/mpspbis http://www.youtube.com/mpspbis MPS PBIS Pinterest Page – http://pinterest.com/mpspbis/ http://pinterest.com/mpspbis/

62. Engagement MPS Board of School Directors Michael Bonds, Ph.D., President, District 3 Meagan Holman, Vice President, District 8 Mark Sain, District 1 Jeff Spence, District 2 Annie Woodward, District 4 Larry Miller, District 5 Tatiana Joseph, Ph.D., District 6 Claire Zautke, District 7 Terrence Falk, At-Large Senior Team Gregory E. Thornton, Ed.D., Superintendent Naomi Gubernick, Chief of Staff Darienne Driver, Chief Innovation Officer Tina Flood, Chief Academic Officer Karen Jackson, Ph.D., Chief Human Capital Services Officer Michelle Nate, Chief Operations Officer Gerald Pace, Esq., Chief Financial Officer Keith Posley, Ed.D., Chief School Administration Officer Denise Callaway, Executive Director, Community Engagement Patricia Gill, Executive Director, Family Services Sue Saller, Executive Coordinator, Superintendent’s Initiatives