Booster/Refresher Training: Classroom System Benchmarks of Quality Items # 42 – 48 2011-2012

Booster/Refresher Training:Classroom System

Benchmarks of Quality Items # 42 – 48

2011-2012

2

Behavior Curriculum in Classrooms

Is there a common language for student behavior taught in classrooms?

Is the language used in the classroom representative of the values of your school & community? Is it aligned with your school-wide expectations?

Is the language used in the classroom representative of your school identity?

Were Faculty ideas for classroom strategies solicited?

Look at your BoQ Data

How many referrals came from your classrooms? Was it many classrooms or

just a few?

What kinds of behaviors that resulted in ODRs occurred in the classrooms?

6

Data Review

• How did your team score on Items 42-48 on the BoQ?

• What does your behavioral data look like that occurred in the classrooms?

• What is working?

• What needs to be improved?

7

Establishing your Classroom System

Do your classrooms: Have rules defined for each of the school-

wide expectations and are posted in classrooms? How do you know? How many classrooms have done this?

USE YOUR DATAto identify and analyze the problems

8

SW Expectations in the Classroom

Are the SW expectations posted in all classrooms?

Are they taught throughout the year?How do the expectations apply to classroom behavior?How can lessons about the expectations be embedded

into academic subject areas?

Did teachers have input on the final version of the school-wide expectations?


9

Classroom Rules Were the rules decided individually by the

classroom teachers? Or, did your team develop a consistent set of

classroom rules to be used across classrooms? Do they follow the training guidelines?

Aligned to the school-wide expectations?Positively stated, observable & measurable?Limited in number (maximum 5)?

Classroom procedures (which are also aligned to the expectations) alleviate the need for many rules?


10


Do your classrooms:

Have established routines and procedures explicitly identified for activities (e.g. entering class, asking questions, sharpening pencil, using restroom, dismissal)

Teach expected behavior routines in classrooms How do you know? How often did this occur?


RoutinebyExpectation

Entering Classroo

m

Seat Work

Small Group

Activity

Leaving Classroo

m

Be SafePush chair

under your desk

Be Respectful

Walk quietly to your area

Maintain low voice

Be Responsibl

e

Place homework

in collection

bin

Start assignments quickly

Complete your part

of the assignmen

t

Take your belongings with you

Classroom Procedures by Expectation

Tools for Classroom Implementation

13


Do your classrooms: Have classroom teachers use immediate

and behavior specific praise? How do you know? Roughly, how many teachers engage in this?

Acknowledge students demonstrating adherence to classroom rules and routines? Do the acknowledgments occur more frequently

than acknowledgement of inappropriate behaviors?


14


Do your classrooms: Have procedures for tracking classroom

behavior problems? Does it work?

Are problem behaviors in the classroom decreasing as a result of: teachers gathering data? using these data to make decisions within their classrooms?

Do all teachers use it?


15

Classroom Tracking Forms

Are your teachers using Classroom Tracking Forms? If so, do they help you answer:What behaviors we need to teach and reward? Where we should focus our intervention activities

Is there one setting that is more likely to reflect inappropriate behavior?

When the behaviors are most and least likely to occur?Why the behavior is occurring – what motivates our

student(s)? What interventions have been used? Were they effective

in stopping/reducing the behavior?

16

Forms & Academic Engaged Time (AET)

• If it impacts AET, it needs to be recorded– “Time-Out” in classroom– “Time-Out” in another teacher’s classroom– “Time-Out” in hallway, office– “Think Room,” “Reflection Room,” “Problem-Solving

Room,” etc…– In-School Suspension– Send student home early– Out-of-School Suspension– Bus referrals

17


Do your classrooms: Have a range of

consequences/interventions for problem behavior that are documented?

Is the range of consequences/interventions for problem behavior consistently delivered? How do you know? Are they delivered consistently across classrooms? Are they delivered consistently within classrooms?


18

Action Plan!Refine Classroom Systems

Record action items for low-scoring Benchmarks items (42-48)

Record action items to inform/involve your stakeholders (faculty, students, families) Implementation Tips may help

BoQ Element: Classroom Systems

Documents

Booster/Refresher Training: Classroom System Benchmarks of Quality Items # 42 – 48 2011-2012