Classroom Practices

Note: Classroom practices are critical to implementation of PBIS, and are integrated into the successful implementation of behavior supports across all three tiers. Tier I Team Training includes the integration of 4 of the key classroom practices and their interconnectedness to school-wide practices. See the Tier I Team Training modules for more information.

This Classroom Practice specific 1 day training will provide a more detailed look at all eight of the classroom practices, reviewing the 4 from Tier I Team Training and training participants on the remaining 4. Coaches, administrators, team members, and other classroom practice leaders engage in the professional learning necessary to install and coach the eight identified classroom practices/components in a systemic, efficient, and effective way. This will include:
1) providing training to school staff,
2) using the snapshots as self-assessment, peer-assessment, and walk through data to assess implementation of the components, and 
3) providing support to staff where data or staff request indicate further need.
Who Should Participate: External Coaches, Administrators, Teacher Leaders identified by Dist/Coop/ROE as trainers/coaches of classroom practices.  Participants can expect to leave being able to:
  • Create a system for supporting teachers through coaching the classroom component module
  • Identify the practices within the classroom components
  • Be prepared to collect data specific to the module
  • Identify and provide technical assistance to teachers in need of more support
  • Train the 8 components to school/district staff

The Google Drive folder of all PowerPoint Presentations for Classroom Practices is accessible at this link. 
The rest of the supporting materials for each module are available from the links provided below.

Overview
Reconsidering Response Cost (Clip Charts, etc.):

Additional Classroom Resources
Classroom Check-Up Tools for Individual Teacher Support
Eight Classroom Practices:

1. Arrange Orderly Physical Environments
2. Define, Teach, Acknowledge Rules and Expectations
3. Define, Teach Classroom Routines
4. Employ Active Supervision
5. Provide Contingent Praise for Appropriate Behavior
6. Continuum of Response Strategies for Inappropriate Behaviors
7. Class-wide Group Contingencies - Positive Behavior Game
8. Multiple Opportunities to Respond 
Social Emotional Learning: Cultivating Essential Life Skills
Social-Emotional Learning needs to be deliberate and explicit in teaching prosocial behavior, coping strategies, emotional regulation, and problem solving skills.  In this episode of PaTTANpod, Kelly Perales shares why this explicit instruction is needed and how we can go about conducting this instruction. PaTTANpod is brought to you by the Pennsylvania Training and Technical Assistance Network, and is a discussion forum for speaking to national and regional professionals in the field of education. 
Old Version of Classroom Practices Curriculum (Pre Feb 2017)

Agenda (updated Feb 2017)

Module 1 - Overview of Classroom Systems and Eight Classroom Practices

Overview ppt (updated Feb 2017)



Module 2 - Define, Teach, Acknowledge Rules 
                  and Expectations


Expectations and Rules Handout (linked to Drive Folder 2-2017)

Module 3 - Define, Teach Classroom Routines

(updated Feb 2017)

Anita Archer Active Participation Video (ppt slide)


Module 4 - Arrange Physical Environment


Module 5 - Employ Active Supervision


Module 6 - Behavior Specific Praise


Module 7 - Class-Wide Group Contingencies


Module 8 - Multiple Opportunities to Respond


Module 9 - Continuum of Responses for 
                  Inappropriate Behaviors

Classroom Continuum of Response: Respectful
 Redirect/Error Correction Student Scenarios (linked to Drive Folder 2-2017)