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?