Classroom Management for
Academic Engagement
Classroom Overview
The Wisconsin RtI Center/Wisconsin PBIS
Network (CFDA #84.027) acknowledges the
support of the Wisconsin Department of
Public Instruction in the development of this
presentation and for the continued support
of this federally-funded grant program. There
are no copyright restrictions on this
document; however, please credit the
Wisconsin DPI and support of federal funds
when copying all or part of this material.
Please Click To Begin
• Will Building: The Genesis of PBIS
• Fill Building: PBIS in the Classroom Setting
• Brief summary of Secondary and Tertiary
supports
View Video: Do You Believe in Me?
Do You Believe…
1. …that every child can achieve at high levels in your
classroom?
2. … that there are some exceptions?
3. For the percentage of students who aren’t learning at high
levels in your classroom, what is needed?
Student
“Need”
or
System
“Need”
Response to Intervention
Is
what?
An organizational framework
Does
what?
guides implementation of a
multi-level system of support
that
to
For
what?
achieve academic and
behavioral success
for all
Number of Schools Involved in School Wide PBIS
Estimate (Aug 3 2012)
17,779
18000
16000
14000
12000
10000
8000
6000
4000
2000
0
00
01
02
03
04
OSEP PBIS Center Aug 2012
05
06
07
08
09
2010
2011
2012
3 Years’ Growth
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8/30/12
Concerns about
public schools
1.
Lack of financial support
(since 2000)
2.
Overcrowded schools
3.
Lack of discipline and
control
4.
Drug use
White House
Conference on
School Safety
• Communication
• Relationships
• Academic and social
success
• School
environment/climate
What’s so in Wisconsin?
Suspension Practices In Wisconsin
Latino
American Indian
Black
0
1
2
3
4
5
6
7
8
School-based Prevention
and Youth Development
Programming
• social skills directly in real
context
• respectful, supportive
relations
• comprehensive systems
• multiyear, multicomponent programs
• classroom and school and
community-wide efforts
• prevention
IDEA
NCLB/
ESEA
State and
Federal
Initiatives
School
Safety
RtI
School
to
Prison
Pipeline
PBIS Logic
Successful individual
student behavior
support is
linked to host
environments or school
climates
that are effective,
efficient, relevant, and
durable
The Wisconsin
Response to Intervention Model
Multi-Level System of
Support
Systematically
providing
differing levels of
intensity of
supports based
upon student
responsiveness
to instruction
and intervention
Increasing Intensity
GENERAL
IMPLEMENTATION
PROCESS
1. Team
Agreements
Data-based
Action Plan
Evaluation
Implementation
Team
Agreements
Team
Agreements
Data-based Action Plan
Team
Agreements
Data-based Action Plan
Implementation
Classroom
•
•
Be
Respectful
Listen to adult
directives
Use
appropriate
language and
voice level.
Hallway
•
•
•
Leave space for
others to pass
Quiet voice
Walk at all times
Cafeteria
•
•
•
•
•
Stay in
designated
area
•
•
Be
Responsible
•
•
Be Safe
•
Keep hand
and feet to
yourself
Clean up of
materials/sup
•
Go directly to
your next class
Store backpacks
and electronic
devices in your
locker
Keep materials
off floor
•
Take stairs one at
a time
•
•
•
Bathroom
Be considerate of
café workers and
others
Stay in your place
in line and table
Pay for all food
Conversation
voice
•
Enter your
number only
Clean up your
table
Push in chair
•
Eat your own
food
•
•
•
Respect the
privacy of others
Take care of
your needs
efficiently.
Others are
waiting.
Keep water in
the sink
Leave area clean
for those that
follow you
Wash hands
with soap and
water
PBS School-wide Acknowledgement Matrix (Students and Adults!)
Immediate/High
Intermittent/
Strong & Long Term
Frequency
Unpredictable
Specific positive
Token economy
Group contingency
feedback
Phone calls
Special class time
Smile
Special privileges
Raffle tickets
Computer time
Points toward class
incentive
Social/Free time
Thumbs up
Home notes
Special seat
Homework pass
Free time with music
and snacks
Recognition
ceremonies
Honor roll
Discipline Systems
Redirect
Options
Action
Report
Classroom
Managed
Office
Managed
Team
Agreements
Data-based Action Plan
Evaluation
Implementation
OUTCOMES
PRACTICES
OUTCOMES
PRACTICES
WI PBIS Network Triangle Tool
Male
Black
White
Dr. Hollie’s
Validation &
Affirmation
~5%
~15%
~80% of Students
• Determining appropriate
interventions
• Determining impactful
interventions
• Problems due to poor climate
and teaching practices
• IEP meetings translate to
teacher actions
• Transition issues between
interventions and regular
education practices
• Efficient supportive services
Educational
practices that are
not culturally
responsive
OUTCOMES
PRACTICES
Math (Acceleration)
Reading
(Intervention)
PE
Strengths &
Challenges
Language Arts
Hallway
Behavior
Attendance
Science
Supporting Social Competence and
Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
PRACTICES
Supporting
Student Behavior
Tier 1/Universal
School-Wide Assessment
School-Wide Prevention Systems
DPR Results
ODRs,
Attendance,
Tardies,
Grades,
Tier
2/Selected
Tier
3/Intensive
Check-in/
Check-out
Tier 1/Universal
School-Wide Assessment
School-Wide Prevention Systems
DPR Results
ODRs,
Attendance,
Tardies,
Grades,
Tier 2/
Secondary
Tier 3/
Tertiary
Check-in/
Check-out
Tier 1/Universal
School-Wide Assessment
School-Wide Prevention Systems
DPR Results
ODRs,
Attendance,
Tardies,
Grades,
Tier 2/
Secondary
Check-in/
Check-out
Social/Academic
Instructional Groups
Tier 3/
Tertiary
Mentoring
www.wisconsinpbisnetwork.org/getting-started.html