Developing a Classroom
Management Plan
Using a Tiered Approach
PRESENTATION BY GINA WESTRICH, JASON
SMOKER, KELSEY SHEPARD
WWU-MIT PROGRAM, COHORT 23
SPED 510
JULY 1, 2013
About the Authors
Kristin L. Sayeski
 Assistant Professor at UNLV
(at time of publication); now
at University of Georgia
 Department of
Communication Disorders
and Special Education
 Research interests:
Inclusion, learning disorders
(LDs), spelling for students
with LDs, Math & Special
Education, Special educators’
tools and collaboration
About the Authors, continued.
Monica R. Brown, PhD
 Associate professor at New Mexico State University.
 Department of Special Education/Communication
Disorders
 Doctorate at UNLV
 Won 2010 Roush award for NMSU teaching excellence
Research interests:
 disaffected adolescents, multicultural special education,
technology access and use, and secondary education.
Journal Information
Article was from the Journal: TEACHING Exceptional
Children.

Published in Sept/Oct 2011; thus still relevant information
 Journal written for: teachers, administrators,
paraprofessionals, practitioners who work with children
& youth with disabilities or who are gifted.
 Purpose of Publication

advance the professional development of practitioners

to provide useful information, resources, tools for improving
education & services for exceptional learners.

articles share innovative and successful methods and materials
based on current evidence-based practice
Audience
 Educators, Special and General
 “In this article, we present a response-to-intervention (RTI)
framework that both special and general education teachers
can use in evaluating existing class structures and developing
comprehensive classroom management plans for the purpose
of managing challenging behaviors” (p. 8)

For any educator, but especially useful for anyone dealing with
multiple consistent behavior issues and/or who have students
with IEPs for emotional disturbance (Emotional or behavioral
disorders)
Sources
Sayeski, K. L., & Brown, M. R. (2011). Creating a classroom
management plan using a tiered approach. Teaching
Exceptional Children, 44(1), 8-17.
Sources for Author Information:
Brown, M. (2007). Educating all students: Creating culturally
responsive teachers, classrooms, and schools. Intervention in
School and Clinic, 43(1), 57-62. Retrieved from
http://csuprofessionaldevelopment.com/images/pdfs/Educatin
gAllStudents.pdf
University of Georgia Faculty Directory:
http://www.coe.uga.edu/people/
Summary
USE OF A RESPONSE TO INTERVENTION (RTI)
FRAMEWORK
o
BOTH SPECIAL AND GENERAL EDUCATION EDUCATORS
CAN USE
o
EVALUATE EXISTING CLASS STRUCTURE
o
DEVELOP COMPREHENSIVE CLASSROOM MANAGEMENT
PLAN
The more
transparent
and clear
teachers are
about their
behavioral
expectations,
the more
successful
students are in
meeting those
expectations
THREE TIERED APPROACH
 Tier 1 = prevention
 Tier 2 = first-line intervention
 Tier 3 = intensive, individualized
TIER 1 (Prevention)
 High teacher expectation
 Stimulating instruction with high levels of student
engagement
 Positive teacher-student rapport
 Efficient use of classroom time
 Clearly communicated rules and norms*


Posted
Student derived
 Established routines and norms*



Submitting work
Missed classes
Cooperative learning groups
TIER 2 (First-line)
 Surface management techniques






Planned ignoring
Signal interference
Proximity
Hypodermic affection
Regrouping
Antiseptic bouncing
 Reinforcement systems




Consistent consequences to specific behaviors
Token economies
Behavior contracts
Group contingencies
TIER 3 (Individualized)
 Always begin with a Functional Behavioral
Assessment (FBA)


“why is the student behaving like this?”
“what socially acceptable behavior can we teach to address this
same need?”
 Intervention is specific for each individual
 Effective strategies for replacement behavior
 Social skills
 Self-monitoring
without a solid
‘core’ of
behavioral
support in the
classroom,
students do
not have the
guideposts
necessary to
learn, practice,
and develop
desirable
skills.”
“
www.nuffieldhealth.com
Reactions from the group
 Kelsey Shepard




great system for creating a plan for behavior management.
like the emphasis on teaching students your expectations and giving many
opportunities for positive reinforcement
I have seen the "token system" used with students who have an Autism diagnosis and
for some it was very effective.
I could definitely see myself using this method in my classroom
 Jason Smoker



managing behaviors is a function of the structure that one sets forth in their
classroom.
students should have a clear picture of what is expected of them and what they need to
succeed
we are guides and facilitators that must avoid disciplining students simply from force
of will or authority.
 Gina Westrich


As a parent it makes sense that students need specific guidelines and boundaries
Important to have ready at beginning of school year- modifications over the school year
Implications for Educators
 Behavior management is a function of structure.

Clear expectations for both work and social norms.

“Research consistently demonstrates that students show a clear
preference for strong teacher guidance over permissive classroom
environments (Wubbels & Brekelmans, 2005).” (Sayeski & Brown, 2011)
p.5.
 We must lay a solid groundwork first.
 “A high-quality core curriculum must be in place before examining
student-specific concerns Without a solid "core" of behavioral
support in the classroom, students do not have the guideposts
necessary to learn, practice, and develop desirable skills (Sayeski &
Brown).” p.9
Relevance to this class
 Our Response to Intervention should have multiple tiers
 “An RTI model provides a framework for teachers to evaluate
classroom practices and make decisions about the level of
intervention or support needed. (Sayeski % Brown)” p9.
 Tier 1 : Preventative Classroom Management.
 Tier 2: First-Line Interventions.
 Tier 3: Intensive, Individualized Interventions.
 This empowers the students to take control of their own
learning opportunities


Teaches skills that will go beyond each classroom.
Provides guideline/support for allocating educational resources.

Sustainable for both teacher and student.