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PBIS Classroom System
Classroom System Assessment Check-listand
Action Plan
PBIS Classroom System Priorities for Improvement
- Purpose -
• To assist teachers with the implementation and maintenance of effective ‘best practice’ classroom management techniques
• To provide teachers with a method for self-assessment (individually or with colleagues) of classroom system
• To make classroom systems that are compatible with PBIS school-wide practices
PBIS Classroom System Priorities for Improvement
- Selection Basis -Consider; • Key Elements Checklists • Office referral data (look for patterns by; behavior, time of day,
subject matter/type, etc.)
• Intervention Team (Yellow) referral data (look for patterns as noted above)
• Observations (informal or formal)• Consultation with colleagues (Grade-level Team, Admin.
and/or Intervention Team)• Other
Classroom SystemElement #1: Physical Space
Space accommodates primary instructional goals (i.e. instruction, individual student work, group work, active supervision, etc.)
High traffic areas are clear All students can be observed at all times from every
vantage point in room Frequently used materials are easily accessible All students can see and hear presentations and displays
Classroom SystemElement #1: Class Schedule
Maximizes educational priorities (I.e. reading, math, etc.)
Intensive instruction in a.m. Physical transitions (inside and out of room) are
optimal Behavioral concerns are prevented by class
schedule (Daily, weekly and for year) Other ___________________________________
Classroom SystemElement #2: Teaching Classroom
Expectations Expectations are stated explicitly (observable and
measurable) and in positive terms Expectations are consistent with School matrix Students were involved in setting expectations (as
appropriate) Expectations are posted in room (visible from
several feet) Classroom Expectations are formally taught (I.e.
‘Cool Tools’) at beginning of year and as necessary throughout the school year
Classroom SystemElement #3: Classroom Routines
Essential routines are identified (i.e. entering and exiting class, seating, subject transitions, test/quiz procedures, homework turn-in procedures, etc.)
Essential routines are formally taught and reinforced at beginning of year and as needed
Classroom SystemElement #4: Managing Consequences
Positive consequences are used more often (4 to 1 positive to negative) and prior (when possible) to negative consequences
Classroom positive reinforcement system is understood by students and is tied into to school reinforcement system
Positive and negative consequences are understood by students
Consequences are given as soon after behavior (pos. or neg.) as is possible
Consequences are delivered consistently
Classroom SystemElement #5: Pre-Correcting Problem Behavior
Context (“triggers”) of problem behavior is identified
Expected behaviors is stated Context (“triggers”) is modified Expected behavior is rehearsed with student(s) Strong reinforcement is given Expected behavior is prompted Student behavior is monitored (data review)
Classroom SystemElement #6: Correcting Problem Behavior
Behavior Correction Sequence is followed; Students who are performing expected behavior are
reinforced first Student is told what is expected (“take care of the
problem”) in a calm manner Student is given a choice between expected behavior
and negative consequence Student is directed to make choice As necessary, consequence (ODR and/ or a classroom
consequence) is given
Classroom SystemElement #7: Quality Instruction
Every student regularly has an opportunity for responding to information presented (esp. ‘Yellow- needs’ students)
Time on task is appropriate (i.e. silent reading, writing, group time, etc.)
Every student is appropriately challenged by the task (differentiated instruction necessary?)
Tasks given increase likelihood of student mastery of information
Priority Target Areas
# 1 ___________________________________
____________________________________
#2 ____________________________________
_____________________________________
Priority #1__________________________
Specifics of Plan: When
1.
2.
3.
Monitoring Steps (Pre and post-plan data point?)
Priority#2__________________________
Specifics of Plan: When1.
2.
3.
Monitoring Steps (Pre and post-plan data point?)
Maintenance PlanBased on review of data:1. Plan maintained? Yes/No
2. Plan modified? Yes/No1. - How?
3. New Plan Developed?
4. Classroom system referred to Intervention (Yellow) Team?
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