Action Planning
Using the SAS as your guide
MU Center for SW-PBS
College of Education
University of Missouri
Agenda
Review SAS results to gain perspective and provide
clarification
Outcomes will guide Tier 1 action planning
MO SW-PBS
Indicators of Sustainability
• SAS was a significant predictor of sustained
implementation
• Strong correlations between the subscales showed
that implementation in each area is linked to
successful implementation in the others.
• Quality of implementation is contingent on
individual teachers incorporating the Expectations
into their Classroom Practices.
• -Kent McIntosh, 2013
MO SW-PBS
MO SW-PBS
SAS Item Report
• Identifies areas at or above 80% (white), 5079% (yellow) and below 49% (red).
• Anything yellow or red are opportunities for
improvement.
• Looks at “priority for improvement” to
determine how to prioritize efforts.
MO SW-PBS
255
MO SW-PBS
MO SW-PBS
Schoolwide Expectations and Rules are
Defined
Question 1 Schoolwide
MO SW-PBS
Annual Teaching Schedule
Question 2 Schoolwide
Sample Elementary Behavior Expectations Teaching Schedule
Week 1 (Sept 5)
Week 13 (Nov 27)
Week 24 (Feb 26)
Teach Expectation Matrix Using
lesson plans (All Settings,
Classroom, Playground, Bus,
Library, ect.)
Bus Safety
Bathrooms
Week 14 (Dec 4)
Week 25 (Mar 5)
Arrival and Dismissal
11)
Common Instructional Areas
and Library
1
Week 15 (Dec 11)
Week 2 ( Sept
Repeat of Week
Week 26 (Mar 12)
Bus Safety
Week 3 (Sept 18)
Special Events and Assemblies
Repeat of Weeks 1 & 2
Winter Break (Dec 18)
Week 4 (Sept 25)
Week 16 (Jan 2)
All Settings
Review Expectation Matrix
using lesson plans (All Settings,
Classroom, Playground, Bus,
Library, ect.)
Week 5 (Oct 2)
Week 27 (Mar 19)
Cafeteria
Week 6(Oct 9)
Week 17 (Jan 8)
Repeat of Week 1
No lessons/3-day week
Week 7 (Oct 16)
Playground
Week 8(Oct 23)
Passing Areas
Week 9 (Oct 30)
Week 18 (Jan 16)
Repeat of Weeks 1 & 2
Week 19 (Jan 22)
All Settings
Week 20 (Jan 30)
Cafeteria
Bathrooms
Week 10 (Nov 6)
Common Instructional Areas
and Library
Spring Break (Mar 26)
Week 28 (Apr 2)
Special Events and Assemblies
Week 29 (Apr 9)
Restricted Areas
Week 30 (Apr 16)
All Settings
Week 31 (Apr 23)
No lessons/conferences
Week 32 (Apr 30)
Lesson Review
Week 21 (Feb 5)
Playground
No lessons/3-day week
Week 11 (Nov 13)
Arrival and Dismissal
Week 12 (Nov 20)
No lessons/conferences and no
school
Week 22 (Feb 12)
Passing Areas
Week 23 (Feb 19)
No lessons/3-day week)
Adapted from Sprague, J. and Golly, A. (2005). Best Behavior: Building Positive Behavior Support in Schools.
Sopris West, 60.
MO SW-PBS
Longmont, CO:
A System for Providing Specific Positive
Feedback is Established
Question 3 Schoolwide
Name
Achievement
Criteria
Award
Presented at . .
.
Frequency
Number of
Awards per Year
Type
Coordinated
by
Dissemination
Following behavior
expectations in
any setting
Verbal praise
Tickets
Daily
Undetermined for
individuals
Twice yearly for
classes
Individual
Group
Ms. Smith
Mrs. Johnson
Half of ticket goes
home with each
student.
Between classes
competition for an
ice cream party
(twice a year)
Marked
improvement
Or Best Effort
Or Maximum
academic
achievement
Certificate of
recognition
May be received
anywhere on
campus except
student’s own
classroom.
Recognized by
classroom teacher.
Recognized at
home.
Special school
assembly
Monthly
One student per
classroom each
month
Individual
Ms. Bush
Mr. Har
Home
School newsletter
Bulletin board in
school hallway with
photos
Community
announcements
More than 25
tickets earned in a
quarter
Meets academic
excellence criteria
Gift certificate
School T-shirt
Special school
assembly
Quarterly
Two students per
classroom each
term (quarter)
Individual
Ms. Smith
Mr. Jones
School newsletter
Home
Community
announcements
Perfect
attendance
(except excused)
Pizza party
Special school
assembly
Twice yearly
Two
Class
Mr. Haden
Mr. Kent
School newsletter
Home
Community
announcements
Perfect
attendance
(except excused)
Gift certificate
Bumper
sticker
Special school
assembly
Once each
year
Undetermined
Individual
Mrs. Kim
Mr. Hope
School newsletter
Home
Community
announcements
Caught in
the Act
Academic
Excellence
Award
Superstar
Classwide
Attendance
Award
Individual
Attendance
Award
MO SW-PBS
Defining Minors and Majors
Question 4
Classroom Managed - Minor
Defiance/Disrespect/ Non-compliance
(M-Disrespt)
Disruption
(M-Disruption)
Dress Code
Violation
(M-Dress)
Inappropriate Language
(M-Inapp Lan)
Other
(M-Other)
Physical Contact/ Physical Aggression
(M-Contact)
Property Misuse
(M-Prpty Misuse)
Tardy
(M-Tardy)
Technology Violation
(M-Tech)
MO SW-PBS
Office Managed - Major
Defiance/Disrespect/ Insubordination/
Non-Compliance
(Disrespt)
Disruption
(Disruption)
Dress Code Violation
(Dress)
Fighting
(Fight)
Forgery/ Theft
(Forge/Theft)
Gang Affiliation Display
(Gang Display)
Harassment/Bullying
(Harass)
Inappropriate Display of Affection
(Inapp affection)
Inappropriate Location/ Out of Bounds Area
(Out Bounds)
Lying/Cheating
(Lying)
Consequences for Inappropriate Behavior
Question 5 Schoolwide
• Menu of mild responses that can readily be used
• Should be instructional; help the student to learn or practice
the desired behavior
• Logically connected to infraction
• Individually selected; matched to the frequency & severity of
the behavior
• Easy to implement; occur in setting of the problem
• Invite the student to take responsibility
for his/her behavior
• Maintain student’s dignity
• Mildly aversive, require effort and
leave little incentive to repeat problem
behavior
MO SW-PBS
Menu of Consequences
Question 5
Minors
• Being detained for re-teaching
• Extra practice of social/behavioral
skill
• Correction/Restitution
• Apology
• Phone call to parents
• Note sent home
• Loss of privilege
• Temporary removal from activity
• Alteration of activity
• Apology
• Parent Conference
MO SW-PBS
Majors
• Office Referral
• Principals refer to handbook
Behavior Level Chart
Question 6 Schoolwide and Classroom
All staff are expected to manage any inappropriate
behavior that runs counter to your expectations
and is not office-managed. This includes any or all
behavior that runs counter to:
•
•
•
•
School-wide expectations
Non-classroom expectations or procedures
Classroom expectations or procedures
Any other socials skills you have adopted
MO SW-PBS
198
Behavior Level Chart
Question 6 Schoolwide and Classroom
Level
Behaviors Minors & Majors
Intensity
Adult Interactions
Documentation
Examples such as:
Level 1
Level 2
Refusal to follow directions
Scowling
Crossing arms
Pouting
Behavior is confined only to
the focus student.
Slamming textbook closed
Dropping book on the floor
Name calling
Behavior disrupts others in the
student’s immediate area
Ignore
No documentation required
Proximity
Nonverbal signals
Proximity
May choose to record as a minor
Redirect
Reteach
Using inappropriate language
Provide Choice
Level 3
Throwing objects
Yelling
Open defiance of teacher
directions
Behavior disrupts everyone in
the class.
Leaving the classroom
Level 4
Throwing objects
Yelling
Open defiance of school
personnel’s directions
Behavior disrupts other
classrooms or common areas
of the school.
Display of weapons
Assault on others
MO SW-PBS
These behaviors may require
Student Conference
an office interaction.

May include a consequence(refer to menu)

Provide Environmental Supports

Prevention Strategies
Assess child’s level of escalation: Use
These behaviors do require
appropriate response strategy according to
an office referral.
where they are in the escalation cycle
Leaving the school campus
Level 5
Proximity, Redirect, Reteach , Provide Choice
(Refer to LSCI strategies)
Behavior causes or threatens
to cause physical injury to
student or others.
Implement the safety plan immediately
(Ex: Assess safety of all involved parties to
determine to remove student or class )
Automatic office referral
Academic Learning Time
Question 7 Schoolwide
Instructional Time–the amount of the allocated
time that actually results in teaching.
Engaged Time–the amount of instructional time
students are actively engaged in
learning.
MO SW-PBS
Academic Learning Time
Question 7 Schoolwide and Classroom
Instructional Time–diminished by unclear
procedures, disruptive student behavior,
disciplinary responses, lengthy transitions, etc.
• Classroom Expectations
• Classroom Procedures & Routines
• Encouraging Expected Behavior
• Discouraging Inappropriate Behavior
MO SW-PBS
Academic Learning Time
Question 7 Schoolwide and Classroom
Engaged Time–diminished by inactive
supervision, limited opportunities for students
to respond, poor task selection, etc.
• Active Supervision
• Opportunities to Respond
• Activity Sequencing & Choice
• Task Difficulty
MO SW-PBS
Option 1: Change the Environment by
Increasing Positive Attention
Question 7 Schoolwide and Classroom
MO SW-PBS
Option 2: Change the Environment by
Provide additional Organizational Tools
Question 7 Schoolwide and Classroom
•
•
•
•
•
Visual Schedules
Visual Reminders of Morning/Dismissal Routines
Colored Folders
Desk Organizers
Dual Desk
MO SW-PBS
Option 3: Change the Environment by
Providing Additional Sensory Input
Question 7 Schoolwide and Classroom
• Bumpy Seats
• Fidgets
• Thera-bands
• Proprioceptive Input
MO SW-PBS
Option 4 : Environmental Change
Establish a Chill Out Zone
Question 7 Schoolwide and Classroom
• Self Talk Cards
• Journaling
• Theraputty
MO SW-PBS
Option 5: The Environment May Need to
Change Completely
Question 7 Schoolwide and Classroom
• Break Cards
• Walk and Talk
MO SW-PBS
Crisis Plan
Question 8 Schoolwide
Safety Plan
1.
2.
3.
4.
5.
MO SW-PBS
Identify behaviors that signal the
safety strategies should be used.
Describe each action that must
be taken to keep everyone safe.
Identify the personnel that will
assist in implementing the plan.
Identify what the other children
will do.
Have personnel (accessed
through a code word over the
intercom or accessed by having
a responsible child go to the
office) and materials (crisis bag)
readily available.
SW-PBS Problem Solving Teams
Question 9 Schoolwide
Tier 1
• Schoolwide problem solving
team.
• Requires all staff input
Tier 2
• Small group problem solving
team.
• Referral Process
• Students meet established
criteria ( #of major or minor
referrals)
• Teacher Nomination
• Data gathered
• Match Function of Behavior
to researched Intervention
MO SW-PBS
Administrator Support
Question 10 Schoolwide
• Maintain Standards for Research Based
Practices
• Make Public Statements of Support
• Establish a Leadership Team
• Support the Team, Meetings & Members
• Time
• Resources
• Recognition
MO SW-PBS
Administrator Support
Question 10 Schoolwide
•
•
•
•
Guide Decision Making Process
Take a Leadership Role in Problem Solving
Serve as Point Person, Communicate!
Monitor Implementation and Provide Feedback to
Staff (Counseling Those Who Are Not Following
Through)
• Review Data
• Make the Time Commitment
MO SW-PBS
Data Collection System
Question 11 Schoolwide
MO SW-PBS
Student Behavior Reported
to Staff Monthly
Question 12 Schoolwide
Standing Agenda Item:
• Team Meetings
• Faculty Meetings
*A Communication System for staff input has to
be established and used effectively.
*Keep in mind: Prior to Staff Dialogue Inform who
is responsible for final decision making
MO SW-PBS
Informing Families about SW-PBS
Question 13 Schoolwide
System of Distribution: Consider including these items in
Student Handbook
Expectation Matrix
 School Procedures(arrival, dismissal, etc.)
Recognition System
Behavior Levels
Include Updates on your School Website, Newsletter, etc.
MO SW-PBS
Booster Sessions based on Data
Question 14 Schoolwide
MO SW-PBS
Monthly Trends
MO SW-PBS
MO SW-PBS
MO SW-PBS
The Budget
Question 15 Schoolwide
A few suggestions:
• PD funds
• Pepsi Funds
• PTA
• Grants
• Fund Raisers
MO SW-PBS
All Staff Implementing With Fidelity
Question 16 Schoowide
Accountability
• Evidence that Schoolwide Lessons have been
taught
• Schoolwide and Classroom Observations
• Percentage of Tangibles distributed by staff on
a monthly basis
• Evidence that Classroom Expectations and
Procedures have been taught and reinforced.
MO SW-PBS
District Supported
Professional Development
Question 17 Schoolwide
• PD schedule allows time for building to
provide PD to all staff on SW-PBS.
MO SW-PBS
Annual Reporting to District
Question 18 Schoowide
• Each month a school in the district has the
opportunity to share School Discipline Data
and impact at board meeting.
MO SW-PBS
Expected Behaviors apply to
Non-Classroom Settings
Question 1 NonClassroom
MO SW-PBS
Lessons are taught in Context
Question 2 Nonclassroom
Hallways
Respectful
Responsible
Safe
MO SW-PBS
• Walk quietly so others can
continue learning
• Go directly to your
destination
• Stay to the right
118
Supervisors Utilize Active Supervision
in NonClassroom Settings
Question 3 NonClassroom
Monitor the classroom or any school setting
using three practices:
1. Moving
2. Scanning
3. Interacting
MO SW-PBS
331
Rewards for meeting Expected
Behaviors in NonClassroom Settings
Question 4 NonClassroom
MO SW-PBS
Arrange Physical Space to ensure
Safety
Question 5 NonClassroom
MO SW-PBS
Scheduling of Student Movement
Ensures Safety of all Students
Question 6 NonClassroom
• Schedule transitions to decrease the number
of students in NonClassroom Settings
• Procedures are developed and taught for
NonClassroom Settings.
MO SW-PBS
Nonclassroom: Secondary Example
• Hall Procedure
• Attend to personal needs (restroom, water
fountain, etc.)
• Use your locker at scheduled times.
• Get books and materials, then walk directly to
class
• Keep to the right and keep moving – “walk & talk”
• Use voice level 1
MO SW-PBS
Provide PD for all Staff
on Active Supervision
Question 7 NonClassroom
MO SW-PBS
331
Opportunities for Improvement
Question 7 ( Cont.)
Classroom Active Supervision Assessment
1.
Positively interacts with most students using non-contingent and contingent
attention.
YES
NO
2.
Routinely uses preferred adult behaviors (proximity, listening, eye contact,
smiles, pleasant voice tone, touch, and use of student’s name) when
teaching, encouraging or correcting.
YES
NO
3.
Has/knows classroom expectations and procedures and uses them to precorrect, setting students up for success
YES
NO
4.
Continuously moves throughout the area (proximity to all students, random,
close supervision of non-compliant students, targets problem areas)
YES
NO
5.
Frequently scans (head up, eye contact with many students)
YES
NO
6.
Minor or staff-managed behaviors are handled privately, quickly and
efficiently and followed with a positive contact.
YES
NO
7.
Major or office-managed behaviors are handled calmly, following the school’s
procedures.
YES
NO
Overall Active Supervision:
6-7 “YES” = Proactive–Supportive of positive student behavior.
3-5 “YES” = Mixed–Somewhat supportive of positive student behavior.
<3 “YES”= Reactive–At risk for high frequency of challenging student behavior.
MO SW-PBS
# YES
Status of Student Behavior Evaluated
from Quarterly Data
Question 8 NonClassroom
MO SW-PBS
All Staff Manage
NonClassroom Settings
Question 9 NonClassroom
MO SW-PBS
Classroom Expected Behaviors and Routines are
Stated Positively and Clearly Defined
Question 1 Classroom
OMPUA
1.
2.
3.
4.
5.
MO SW-PBS
Observable
Measureable
Positively stated
Understandable
Always applicable –
Something the teacher
will consistently
enforce
Defining Classroom Behavior/Rules
Question 2 Classroom
Expectations
Respectful
Classroom
• Listen when others are talking
• Relate discussion to current topic
•
•
Responsible
• Turn assignments in on time
•
Safe
• Use materials appropriately
•
MO SW-PBS
Expected Behaviors are Taught Directly
Question 3 Classroom
Skill
Context:
(TELL): Define the rule and identify the steps required to follow the
rule. (Do a task analysis of the rule.)
(SHOW): Teacher Model
(PRACTICE): Role Play/Video
Example:
Non-example:
Example:
(FEEDBACK):
(RE-TEACH):
MOSW-PBS
SW-PBS
MO
Providing Specific Positive Feedback
Question 4 Classroom
MO SW-PBS
Specific Positive Feedback Checklist
Question 4 Classroom
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Positive Interactions includes
___Authentic
___Students Name
___Positive Facial Expression
___Positive Voice Tone
___Positive Body Language
___Physical Proximity
Specific Description of the Behavior includes
___State the Expectation (referencing schoolwide expectations)
___State the skill or behavior as defined on the matrix
___Include all steps successfully demonstrated
Providing Rationale includes
___ Direct correlation to behavior or skill demonstrated
___Benefit to student or others
___Brief
___Personal
Positive Consequences Include (Optional)
___Pairing the consequence with verbal Specific Positive Feedback
___Appropriate relevance
MO SW-PBS
Positive Focus
4:1
Question 4 Classroom
Appropriate Behavior
MO SW-PBS
Inappropriate Behaviors
Notes
Menu of Consequences
Question 5 Classroom
Being detained for re-teaching
Extra practice of social/behavioral skill
Correction/Restitution
Apology
Phone call to parents
Note sent home
Loss of privilege
Temporary removal from activity
Alteration of activity
Apology
Behavioral Incident Report
Parent Conference
MO SW-PBS
Expected Behaviors
Question 6 Classroom
Expectations
All Settings
Classroom
Be Responsible
 Follow
directions
 Arrive to
school/class on
time
 ID badges with
you at all times
 Stay in
assigned area
 Use materials
appropriately
Be Respectful
 Use respectful
language
 Use a
conversational
voice
 Keep all areas of
the building free
of debris
Be Your Best
 Follow school
dress code
 Use technology
appropriately
MO SW-PBS
Cafeteria
Hallway
Restroom
Bus
 Make your
 Use a hallway
lunch choice
pass at all
before you get
times
to the cashier.  Go directly to
 Keep your
destination
place in line.
 Move quickly
to class at all
times
 Actively listen  Use food and  Post only
silverware
approved
 Use Academic
properly
drawings/art
language
 Put trash in
 Walk & talk
trash cans
quietly
 Clean your
table
 Use the
facilities
quickly and
quietly
 Return to
class quickly
 Be ready
when bus
arrives
 Minimize
conversation
 Maintain
privacy of
others
 Bring needed
supplies
 Complete and
submit all
assignments
on time
 Maintain
sanitary
practices
 Enter and exit
the bus
promptly
 Eat food at
home or in
cafeteria
before school
 Take your trash
with you
Have a great
Viking Way day!
 Wait patiently
in line
 Eat only on
your assigned
lunch shift
 Take care of
items in the
hallways
(posters,
displays)
Expected Behavior
Classroom Procedures
Question 6 Classroom
Small-Group Activities
Room Areas/Use




Student desks, tables, storage areas
Learning centers, stations
Teacher’s desk, storage




Student movement into and out of group
Bringing materials to group
Expected behavior of students in group
Expected behavior of students out of group
Drinking fountain, sink, bathroom, pencil sharpener
Whole-Class Activities







Student participation
Student attention during presentations
Making assignments
Passing out/collecting papers, books, supplies
Handing back assignments
Seatwork





Talk among students
Obtaining help
Out-of-seat policy
Activities after work is completed
Turning in work
Make-up work
Checking class work or homework
Other Procedures:





Beginning of day/class
End of day/end of class
When absent
Transitions
Substitutes
MO SW-PBS




Office referrals
Student conduct during delays, interruptions
Leaving/returning to room
Field trips
Proactive Practices to allow Instruction to
Continue
Question 7 Classroom
Instructional Time:
 The amount of time allocated to direct instruction.
 Can be diminished by unclear procedures, disruptive
student behavior, disciplinary responses, and lengthy
transitions
Effective Practices to increase instructional time
• Classroom Expectations
• Classroom Procedures & Routines
• Encouraging Expected Behavior
• Discouraging Inappropriate Behavior
MO SW-PBS
Proactive Practices to allow Instruction
to Continue
Question 7 Classroom
Engaged Time
 The amount of instructional time students are actively
engaged in learning.
 Can be diminished by inactive supervision, limited
opportunities for students to respond, and poor task
selection
Effective Practices to increase Engaged Time
• Active Supervision
• Opportunities to Respond
• Activity Sequencing & Choice
• Task Difficulty
MO SW-PBS
Effective Classroom Practices
Question 8 Classroom
1.
2.
3.
4.
5.
6.
7.
8.
Classroom Expectations
Classroom Procedures & Routines
Encouraging Expected Behavior
Discouraging Inappropriate Behavior
Active Supervision
Opportunities to Respond
Activity Sequencing & Choice
Task Difficulty
MO SW-PBS
Students Experience Academic Success
Question 9 Classroom
MAP Proficiency by
SW-PBS Implementation Levels
52.0%
50.0%
48.0%
46.0%
44.0%
42.0%
40.0%
Comm Arts
PBS Emerging
Math
Comm Arts
Math
PBS Bronze
2009
MO SW-PBS
2010
Comm Arts
PBS Silver&Gold
Math
Teachers have regular access to
Assistance Recommendations
Question 10 Classroom
• Observations
• Instruction
• Coaching
MO SW-PBS
Instruction: Professional Development
on 8 Effective Classroom Practices
1. PD provided by
Regional Consultant at
SW-PBS trainings.
2. Team provides PD to
all Classroom Teachers
MO SW-PBS
Additional Instructional Supports
 Podcast http://vimeo.com/83865414
 Electronic Modules & Workbook
MO SW-PBS
Observations
• Walk-Throughs
• Missouri SW-PBS Classroom Observation Tools
• Student/Classroom Observation
• Peer Feedback Through Observations
• Self Assessments
MO SW-PBS
Coaching has the Biggest Impact
OUTCOMES
Training
Components
Knowledge
Skill
Demonstration
Use in
Everyday
Theory/
Discussion
10%
5%
0%
Demonstration
30%
20%
0%
Practice/Feedback
60%
60%
5%
Coaching
95%
95%
95%
MO SW-PBS
Joyce and Showers, 2002
A System of Support for Staff
• Teachers complete Self-Assessment
• Observations for Verification
• Designate “In House Experts”
MO SW-PBS
Step 1. Each Teacher Completes
8 Self-Assessment on the Teacher Tools
Question 10 Classroom
MO SW-PBS
Step 2. Verification through
Observation
Suggested Walk-Through
• Missouri SW-PBS Classroom Observation Tools
MO SW-PBS
Walk Thru Form / Evaluation Rubric
Step 2. Administrator Observes to
Verify Mastery
Artifacts and/or Materials
School: _________________________ Teacher Observed: _______________________________________
Observer: ___________________________________________
Date: ______/_______/_______ Time In: ________________ Time Out: ______________
Rules Provide Clear Meaning of Expectations in Classroom
Yes
No
N/A
Yes
No
N/A
Align with Schoolwide Expectations
(i.e. Be Safe, Be Respectful, Be Responsible)
Rules are observable, measurable, and positively stated
Prominently Posted in Classroom/Instructional Space
5 or Fewer for each Schoolwide Expectation
Lessons to teach Classroom Rules have been developed
(Elementary, 6th and 9th grade orientation/academy) OR
Classroom Rules Review plan developed (upper elementary,
middle and high school levels)
Teaching or Review Schedule of Classroom Rules Lessons is
developed
Procedures/ Routines to Teach and Reinforce Expectations
Align with Rules
Prominently Posted in Appropriate Classroom Area(s)
Stated in Observable, Measurable, Positively Stated
Language
Classroom Schedule Posted
Note: Words in bold are defined in “Key Term Descriptors”
MOComments:
SW-PBS
“In House Classroom Experts”
Provide Coaching
• Teachers who demonstrate mastery of a
specific practice become an “In House Expert”
for that specific practice.
• Teachers who need support have the
opportunity to:
• Observe the Expert
• Be observed by the Expert
• Request additional coaching
MO SW-PBS
Coaching Strategies
• Peer observations for feedback
• Demonstration Lessons
• Peer/ Administrative Walkthroughs with
Feedback
• Videotaped Lessons (self and demonstrations)
• Self Evaluations
MO SW-PBS
Additional Classroom Supports
 Podcast http://vimeo.com/83865414
 Electronic Modules & Workbook
 Additional Professional Development
MO SW-PBS
Transitions are Efficient and Orderly
Question 11 Classroom
When do transitions happen?
• Beginning of periods or day
• End of periods or day
• Between small groups
• Before/after recess, lunch, specials,
assemblies, fire drills, tornado drills, etc.
• When a student finishes work early
• When something unexpected happens
MO SW-PBS
Transitions – Steps
Question 11 Classroom
Prepare ahead of time
• Model
• Sponge
• Proximity
• Clear directions
• Praise/recognize students
• Reteach and practice as necessary
• Transitions that occur regularly become procedures
and routines.
MO SW-PBS
Sponges
Question 11 Classroom
Examples:
• Math problems while standing in line
• “Be thinking of . . . . . . . . and when we get back in
the room be ready to tell me.”
• Give a state and students name the capitol
• “As you get out your reading books, be thinking
about the main characters in the story and be
ready to share them.”
MO SW-PBS
Transition Signals
Question 11 Classroom
•
•
•
•
•
•
Playing a bar of music on a keyboard
Flashing lights
Ringing a bell
Beginning a clapping pattern
Prompts such as 1, 2, 3
Eyes on me
MO SW-PBS