We will begin at 1:00 p.m of the High School …...Barb\爀䴀椀挀爀漀瀀栀漀渀攀 愀渀搀...
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The Power of the High School Classroom Matrix The materials for this webinar can be found at: https://tinyurl.com/may -webinars We will begin at 1:00 p.m.
We will begin at 1:00 p.m of the High School …...Barb\爀䴀椀挀爀漀瀀栀漀渀攀 愀渀搀 瘀椀搀攀漀 洀甀琀攀搀 眀攀 眀椀氀氀 瀀漀猀琀 稀漀漀洀椀渀愀爀†ጀ
MatrixThe materials for this webinar can be found at:
https://tinyurl.com/may-webinars
We will begin at 1:00 p.m.
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Presentation Notes
Barb/Cristy Introductions: Who we are… CalTAC state coordinator, trainers, implementers for the past 20 years k-12 Embed hiking picture: We are taking the high road… Barb, wish we could have met you live and glad we can do this now. We would like you to download the handout now because this is an interactive recorded webinar. There are times we will ask you to stop the video and take some action on your handout and then resume the video.
A C O L L A B O R A T IV E O R G A N IZ A T I ON U S I N G E V I D EN C E-B A S E D , C U L T U R A L L Y R E L E V A N T P R A C T IC ES T O B U I L D
T H E C A P A C I T Y F O R A L L S T A K EH OL D ERS I N T H E I M P L E M EN TA T IO N O F P B I S A S A M U L T I - T I ER ED S Y S TE M
F O L L O W I N G T H E N A T I O N A L P B I S B L U E P R I N TS F O R P R O F E SS IO N A L D E V E L O P ME N T , I M P L E M E N TA T I ON , A N D
Barb then Cristy explaining 20 years of caltac and always taking the upper trail …remembering 2 things this work is founded on: is MTSS and outcomes data systems practices – today only practices Geore Sugai reminds us that we are all part of PBIS A whole school organization, Defined by a data driven prevention-based FRAMEWORK, Focused on improving learning outcomes for ALL students, Through a layered continuum of evidence based practices that support students Systems that support staff and Data to inform our strategic thinking regarding implementation and fidelity of practices and systems
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Barb Microphone and video muted- we will post zoominar – thumbs up Questions Chat – you can save chat in the lower part of the chat box – 3 dots Interaction
THIS SESSION IS BEING RECORDERD
To continue to provide resources with our communities at large, this webinar
will be recorded and available at www.pbisca.org
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Barb – talk about the recording Cristy – remind Barb to hit the record button
Barb Review the foundations for creating routines and procedures Review the 8 powerful elements of the high school classroom matrix.
Be Respectful
Place yourself on mute.Use the CHAT box to ask questions and
answer prompts.
Be Safe
Continue the “Safe at Home” protocol.Use physical distancing.
Be Responsible
Increase your social-emotional connections more than ever!
BREAK OUT ROOM Routine
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BARB
“…the key to successful classroom management is prevention of problems before they start, not knowing how to deal with problems after they have begun.”
–George Sugai and Brandi Simonson
1.8 Classroom Procedures: Tier I features which includes:
school-wide expectations, routines, acknowledgements, in-class continuum of consequences
are implemented within classrooms and consistent with school-wide systems.
Tiered Fidelity Inventory (TFI)
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Barb> Back to following our roadmap-TFI-Georges’ quotes 4 things on roadmap so don’t get derailed Classroom-wide PBIS focuses on designing environments and adult behaviors directly impacting student social behavior and learning. Classroom environments consistently implementing effective practices (structure, expectations, engagement, feedback and consequences) support and promote academic, behavior and social success for ALL students.
1.8 Classroom Procedures: High School ElaborationsClassrooms have a climate supporting active participation, student self-advocacy, academic risk taking and cooperative group work. Students are actively involved in the development of classroom routine matrices aligned with schoolwide expectations and include routines supporting academic self-managers (i.e. agenda, entering the classroom, turning in assignments, tracking assignments).
Barb-how we elaborate on the TFI in HS- first things on the handout Active Participation, Students actively-authentically involved-use the high school matrix to support students to become academic self-managers
1.8 Classroom Procedures: High School ElaborationsThere is an emphasis on increasing positive student-teacher interactions with:
4:1 positive to negative teacher statementsPraise statements to acknowledge appropriate behaviorsError correction procedures to address misbehaviorActive supervision (e.g., circulating, scanning, encouraging)Providing choiceOpportunities to Respond
Tiered Fidelity Inventory (TFI)
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Barb Increase Positive student teacher interactions in the high school classroom using evidence-based practices
1. Routines & Procedures Aligned with school-wide expectationsObservable, measurable, positively stated, succinct, and in age-appropriate languageUsed with teacher and/or students prompts Used with teacher and/or student acknowledgementsAligned Social Emotional Learning and Academic Self-Management skillsExplicit teaching of the routine using the matrixOpportunity to build fluency and generalize in similar settings and adapt to new environments
Classroom Protocol
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Cristy Take a few moments to look at how we look at learning walks-support each other, already have great things going on. What already going on that we could improve One thing you would share with colleague, one thing want to learn more
Cristy 8 things we will cover that makes the matrix magical- we will go into detail on each of the 8
“It doesn’t work in high schools without student engagement”
-Rob Horner
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Cristy Remember Dr. Horner-he is our wizard: Doesn’t work in high school without authentic student e gagement (Different look than Harts Ladder)
Classroom Rules
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Cristy Overview of the matrix using the arrows
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Cristy Now it is time to practice. In handout on back page is a blank matrix-lease turn to that page we will give you a minute to complete the following 2 step directions; Step 1: add one of your behavioral expectations and Step 2: add one routine on the matrix in the practice model CHAT
Create a context of why you are doing what you are doing.Obtain student commitment.
PURPOSE give student a premise of the activity
OUTCOME what will it look like when
finished
AGREEMENT what is important to know
LIFE SKILLS what skills will be addressed
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Cristy 1st thing we want to do to create the magic of this matrix. Create the why…
Involve students in defining classroom routines.Should be observable, measurable, positively stated, understandable, and always applicable.
Guidelines: This means: Example: Non-example:
Observable I can see it Raise hand and wait to be called on
Be your best
MeasurableI can count it Bring materials Be ready to learn
Positively StatedI tell students what TO do
Hands and feet to self
No fighting
Understandable
The vocabulary is appropriate for age/grade level
Hands and feet to self
Maintain personal space
Always Applicable I am able to consistently enforce
Stay in assigned area
Remain seated until given permission to leave
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Barb 2nd thing is we do together with our students, can start it with our voice and then need to involve the students so we get their language… Some examples on this slide
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Barb Now go back to your Practice Model Matrix and write down what you would want to see and hear; what is the social skill you want your students to exhibit. Defined in your language first-leave space for the students to add their voice in what they say would define (operationalize) that skill-see/hear. Pause complete only once social skills for your selected behavior/routine
CLASSROOMROUTINES
SW Social and Academic ExpectationsCommitment Honor Self-Direction
AGENDA/TO-DO/
TODAY’S WORK ROUTINE
ENTERING THE CLASSROOM
TURNING IN ASSIGNMENTS
ASSIGNMENT TRACKING
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Barb Need to consider at least the four recommended routines: non-negotiable for each classroom Center on Adolescent Research in Schools Agenda/ To- Do/ Today’s Work Routine The Agenda routine is a teacher routine that informs students what will occur during the class and reduces student confusion (―What page are we supposed to be on?‖). Teach students that the Agenda (or To Do list or Today‘s Work list) will be posted in the same place each day and will list important information such as assignments, page numbers, and homework. Limit the Agenda to no more than 4 or 5 items so work appears manageable. No one likes long To Do lists! The Agenda routine can also help the teacher to stay on track and complete lesson objectives or collect progress monitoring data (e.g., student behavior points). It may be motivating to students to write the Agenda on the board for you or to check off each item on the Agenda as it is completed. Entering the Classroom Valuable instructional time can be lost due to inefficient transition to the classroom. Instead of having to repeat directions as students are entering the class or for latecomers, establish a routine for what students should do when they enter the classroom. Steps could include how to knock at the door, where to find lesson materials, where to sit, and when to begin working. A sample routine in a high school classroom may be: Knock Appropriately- Quietly knock on the door no more than three times. Enter Quietly- Voices and bodies are quiet when entering class. Go to Your Assigned Seat- Walk to your seat and sit down quietly. Begin Work- Focus on the day’s lesson or assignment. Ask for help if necessary by raising your hand. Turning In Assignments Teach students how and where to turn in their assignments. The routine could look like: Be sure your name is on your assignment. Place assignment in designated location. Return to your seat. Assignment Tracking Learning to get in the habit of managing assignments is an important skill for students. Consider establishing a routine at a consistent point in your lesson for students to take out their planners and record homework or upcoming tests. See the Student Planner/Missing Assignment Tracking Intervention for sample tracking forms and procedures to help students complete the work necessary for their grade.
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Barb Now, add another behavior expectations, then move over and add one of the non-negotiable routines, then create that social skills that goes with that expectation and that classroom routine. ZOOM Breakout Room
Teach routines and procedures directly.Teach using examples and non-examples and with opportunities to practice and receive feedback.
Explicitly teach & provide opportunity to build fluency andgeneralize through WEBBS Depths of KNOWLEDGE (DOK)
“Don’t correct something if you haven’t taught it.”
-Rob Horner
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Cristy Our wizard of PBIS says:… We all know how to teach-explicitly-give examples and non-examples. Generalize using Webbs Depth of Knowledge
Recognize students when they successfully follow classroom routines and procedures.Teach expectations using examples and non-examples and with opportunities to practice and receive feedback.
“Whatever you feed, will grow.”
~Bishop TD Jakes
POSITIVE STUDENT-TEACHER
INTERACTION4:1 positive to
negative teacher
statements
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Cristy Start with quote Best opportunity to create positive classroom environment-get a lot more-telling them you notice them and you care as well as building the probability the student will repeat the beahvior
PreventativeUnderstandable
Observable Specific & Explicit
Self Delivered
“Promote the operations of the classroom.”
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Barb This teacher used the language of the matrix to elicit responses from students about what they were doing next
Response Practices Using the Classroom Matrix
Follows a continum that is proactive, instructiveand restorativeEmpowers students and teach resiliency skillsReplace learned responses with taughtappropriate behaviorHelps students with self-regulation
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Barb Important thing-whatever we do in our response practices is it pro-actice, instructive and restorative Teach what we want them to do-replace with appropriate behavior Co-regulate while the learn
Promote self-managed or student-guided schedules and routines.
“The goal is self-managementand self-evaluation allowing initiation to be prompted by normal events rather than
relying on teacher prompts. ”-Rob Horner
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Cristy The whole idea of the matrix is to prompt students to use these skills in order to be a responsible decision maker. End with the quote by our wizard of PBIS
Promote self-managed or student-guided schedules and routines.
Use your matrix as a tool for alignmentConsolidatelanguage into one document (framework)Crosswalk initiatives and mapexpectations
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Cristy
The Wilson Way
Classroom Rules
Classroom (Attention Signal: Hand raised)When you feel
upset …Entering class How to
Transition/ Small Group
Work
Be Responsible
Stay on task
Clean up areaApologize for mistakes
Recognize what you’re feeling “I feel…”
Stop and take a few deep breaths
Turn in homework
Put instructional materials in desk
Put materials away
Get materials ready for next activity
Do your fair share
Manage time carefully
Be RespectfulRaise hand
Listen to speaker
Follow directions
Use appropriate voice level
Ask for a break if you need a moment
Express your feelings appropriately
Say “good morning” to teacher and classmates
Talk in soft voices
Listen for direction to next activity
Leave class when teacher dismisses
Be silent
Listen to understand your peers
Take turns speaking
Use kind words with feedback
Speak only to group members
Be SafeWalk quietly
Keep hands and feet out of aisles
Talk to someone if you need help or if it makes you feel better
800-suicide
Pick up materials from designated areas
Take your seat
Be sure aisles are clear of materials
Push in chair
Clean up area when time is up
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Cristy Example of integrating SEL: self-awareness, know what to do because I’m upset
College and Career ReadyEngagement
▲ Actively participate▲ Arrive and leave prepared▲ Be an active listener▲ Be on time▲ Be ready to learn▲ Complete homework▲ Follow adult directions▲ Listen attentively▲ Maintain focus on the lesson▲ Participate positively▲ Stay on task
Critical Thinking▲ Complete assignments▲ Create authentic work▲ Practice academic honesty▲ Find resources to help you pass every class▲ Give and receive feedback respectfully▲ Know the resources available▲ Produce quality work▲ Think critically, creatively and collaboratively to overcome
challenges▲ Use research materials to improve our learning
Mindset▲ Accept responsibility for your actions▲ Ask for help appropriately▲ Push yourself to achieve your best▲ Attend school activities and events▲ Be a good citizen▲ Challenge yourself to do your best▲ Foster school spirit
Learning Process▲ Check grades weekly▲ Check your assignment notebook to make sure you have
your materials to do your homework▲ Cooperate with others▲ Develop good study habits▲ Follow guidelines in student planner
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Barb Alignment of initiative. This is what CC looks like Jennifer Freeman-great PP under 2020 HS Symposium-go check it out Resources-High School -2020 Symposium-Key-Note Jennifer Freeman Leveraging the PBIS Framework to Ensure CCR for all High School Students: examples from her PPT
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Barb Examples of CCR/Matrix
Restorative Practice
Routine: Classroom Circles
Integrity
Honor Self & OthersSocial
Responsibility
Everyone has an equal voice in the creation of expectations and procedures. This creates a community that is responsible for each other and the productive processes of collaboration. Expectations and procedures are established as agreements with everyone. This builds a community around values and norms rather than uncertainty, mere suggestions on how we relate to each other, and top down demands.
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Cristy
CULTURAL RESPONSIVENESShttps://www.pbis.org/publications/all-publications#equity
At SCHOOL it looks like…
At HOME it looks like…
In myNEIGHBORHOODit looks like…
Be Safe
Keep hands and feet to self
Tell an adult if there is a problem
Eat your own food
Protect your friends and family
Don’t talk back
Share your food
Don’t back down
Look the other way
Don’t stand out
Be Respectful
Treat others how you want to be treated
Include others
Do exactly what adults tell you to do
Don’t bring shame (Honor your family)
Be nice to friends’ parents
Stick up for your friends
Be Responsible
Do my own work
Personal best
Arrive on time
Clean up messes
Help your family out first
Meet my siblings at the bus stop on time
Have each other’s backs
Own your mistakes
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Cristy came from document from the national center: Field guide for coaches and trainers on cultural responsiveness
Barb The CA PBIS Coalition is accepting proposals to present at the 5th annual CA PBIS Conference . The Conference will be held on September 21st-23rd in Sacramento. Proposals are due May 29th. Click the link to apply
Cristy In closing, I wanted to let all of you know the CA PBIS Coalition values your work in school climate. We understand that your priorities are with supporting your students, families, and community in response to this unprecedented event. For these reasons, the CPC has made the difficult decision to forego the California PBIS Recognition System for the 2019-2020 school year. In its place, the CPC will be providing an alternative acknowledgement process to highlight the heartfelt work of schools during the COVID-19 pandemic. Honoring the positive impacts schools are playing in the lives of California’s students, families, and communities, the CPC will recognize all schools that are providing services and supports during these challenging times. The CPC has developed a one-year-only “California PBIS Community Cares” acknowledgement to honor schools and community partners in this important work. To request acknowledgement for your school site and/or to nominate community organizations for the “California PBIS Community Cares” recognition this year, please visit: PBISCA.org, select the recognition tab, and share your “story” with us by June 30, 2020. If you have additional questions, please do not hesitate to contact your Regional PBIS Technical Assistance Center or the CPC directly. We appreciate all that you do!
