1. A Preparation Presentation For: Administrators Team Members Classroom Management Trainers Coaches Start Here! The Wisconsin RtI Center/Wisconsin PBIS Network (CFDA #84.027) acknowledges the support of the Wisconsin Department of Public Instruction in the development of this presentation and for the continued support of this federally-funded grant program. There are no copyright restrictions on this document; however, please credit the Wisconsin DPI and support of federal funds when copying all or part of this material.

2. Goal: Assist in Purpose Building Objectives: Explore Readiness Establish Need Collect Evidence to Support Plan Determine Fit with Existing Initiatives Build Capacity for Implementation Collect Needed Resources The Hexagon Tool: Exploring Context by the National Intervention Research Network

3. Establishing the Need

4. Office Discipline Referrals

5. What’s so in Wisconsin? White

7. Framework for Teaching Domain 1: Planning and Preparation Content and Pedagogy, Knowledge of Students, Instructional Outcomes, Resources, Instruction, Assessment Domain 2: Classroom Environment Respect and Rapport, Culture for Learning, Classroom Procedures, Managing Student Behavior, Organizing Physical Space Domain 3: Instruction Communicating w/Students, Questioning/Discussing/Engag ement, Assessment, Responsiveness Domain 4: Professional Responsibilities Reflecting on Teaching, Keeping Records, Communication w/Families, PLCs, Professional Development, Professionalism

8. Evidence

9. High Student Engagement = High Achievement Factors that most impact student engagement

10. December, 2012 Senate Judiciary Subcommittee The Need for Culturally Responsive Practices “policies and practices that pull students out of classrooms, science labs, and libraries and push them into abusive and violent jails and prisons”

11. Effective Educator Academic Achievement Culturally Responsive Practices Student behavior Classroom Management

12. Effective Educator Academic Achievement Culturally Responsive Practices Student behavior Classroom Management

13. 8 Step Teacher Evaluation Process Step 1: Orientation Step 2: Data Review and Self Reflection Step 3: Evaluation Planning/Goal Setting Step 4: Observations, Evidence Collection and Ongoing Feedback Step 5: Mid-Year Review Step 6: Final Teacher Evaluation Step 7: Final Evaluation and Conference Step 8: Use of Evaluation Results Professional Development Guide Handout

14. Framework for Teaching Domain 1: Planning and Preparation Content and Pedagogy, Knowledge of Students, Instructional Outcomes, Resources, Instruction, Assessment Domain 2: Classroom Environment Respect and Rapport, Culture for Learning, Classroom Procedures, Managing Student Behavior, Organizing Physical Space Domain 3: Instruction Communicating w/Students, Questioning/Discussing/Engag ement, Assessment, Responsiveness Domain 4: Professional Responsibilities Reflecting on Teaching, Keeping Records, Communication w/Families, PLCs, Professional Development, Professionalism Handouts: Danielson and Strong Connection

15. Effective Educator Academic Achievement Culturally Responsive Practices Student behavior Classroom Management

16. Research from Becker and Evertson Student Engagement: Initial learning activity engagement: = 91% Deliberate with holding of praise = 74% Deliberate tripling of criticism for off-task behavior= 69% to 50% What you attend to increases, even if its negative attention. 91% 74% 50-69% Student engagement and praise

17. Behavior & Academic Achievement: Crandon Middle & High School In the first semester following Tier 1 training: Attendance increased over 3% in both buildings Number of course failures dropped by 36% Classroom behavior referrals dropped 44%

18. Effective Educator Academic Achievement Culturally Responsive Practices Student behavior Classroom Management

19. 1 ~“The Validation and Affirmation of the home culture and home language for the purposes of building and bridging the student to success in the culture of academia and mainstream society. 2 ~ Simply put, CLRT is going where the students are culturally and linguistically for the aim of bringing them where they need to be academically. 3 ~ Metaphorically, CLR is the opposite of the sink and swim approach to teaching and learning.” (Dr. Sharroky Hollie, October, 2011)

20. VVary the methods of instruction in the classroom. (traditional, responsive and culturally responsive instruction) UUse of Discussion and Responding Protocols, Call and Response and Affirmations vs. standard instruction AAllow students to present their knowledge in a variety of ways with a focus on students’ intrinsic gifts (writing, singing, performing) BBuild and Bridge to School/Classroom Language: Engage in explicit discussion about the importance of using standard American English in certain situations. Engage Students with Culturally Responsiveness Practices

21. Effective Educator Academic Achievement Culturally Responsive Practices Student behavior (PBIS) Classroom Management

22. Sustaining PBIS Focus on bringing PBIS into the classroom Consistency with SW systems High rates of acknowledgment for prosocial behavior Kent McIntosh at PBIS Forum, 2012

23. Expected behaviors defined clearly Problem behaviors defined clearly Expected behaviors taught Expected behaviors acknowledged regularly Consistent consequences Transitions are efficient Class Wide procedures consistent with School Wide systems Options exist for instruction Instruction/materials match student ability High rates of academic success Access to assistance and coaching Which features best predict sustained implementation?

24. Base for Tier 2 and 3 Interventions Teaching rules and routines Reinforcing prosocial behavior at high rates Continuum of in-class consequences

25. Capacity

26. Change Technical Logical extension of past practices Incremental improvements in the current situation Can be implemented with current knowledge Adaptive Fundamental or significant break with past and current practices Dramatic differences in the current situation Requires new knowledge and skills for implementation. Change

27. Addressing Assumptions and Beliefs “Seeds are only as good as the soil in which they are planted; likewise; school structures and practices are only as good as the climate/culture in which they are implemented.” Anthony Muhammad The Will to Lead, The Skill to Teach What does your school believe?

28. Effective Professional Development COMPONENTSKNOWLEDGESKILLTRANSFER Study of Theory 85%15%5-10% Demonstration 85%20%5-10% Practice and Feedback 85%80%10-15% Peer Coaching 90% 80-90%

29. Support before accountability

30. Create a safe and nurturing climate for teachers to improve their skills Feedback = Evaluation Ongoing Feedback

31. Resources

32. On-Line Resource Start Here! A Preparation Presentation Classroom Overview Training modules Rules and Routines Acknowledgement Systems Consequence Systems http://www.wisconsinpbisnetwork.org/

33. Need picture of the home page, with an arrow moving to the parts I am talking about in the narrative

34. Thank you Webinar on September 25 th from 8:30 – 10:00 Register: https://www4.gotomeeting.com/register/266238447https://www4.gotomeeting.com/register/266238447  Data collection  Resources for walk throughs  Coaching  Culturally responsive protocols