In Place Status

Essential Practices

Full

Partial

Not

Classroom Management

1. 5 to 1 positive to negative interactions (# observed below).

# Positive

I am unable to do this since I am not currently teaching.

# Negative

2. Classroom rules & expectations are posted, taught directly, practiced, & positively reinforced.

3. Efficient transition procedures taught, practiced, & positively reinforced.

Entering Classroom Y N
Lining up Y N
Changing activities Y N
Exiting Classroom Y N

4. Typical classroom routines taught directly, practiced & positively reinforced.

Start of day Y N
Group Work Y N
Independent Seat Work Y N

Obtaining materials Y N
Seeking help Y N
End of day Y N

5. Attention getting cue/rule taught directly, practiced, & positively reinforced.

6. Continuous active supervision across settings & activities, including moving throughout setting & scanning.

7. Desks/ room arranged so that all students are easily accessible by the teacher.

8. Necessary materials and supplies are accessible to students in an orderly fashion.

9. Minor problem behaviors managed positively, consistently & quickly.

10. Chronic problem behaviors anticipated & precorrected.

11. Students are provided with activities to engage in if they complete work before other students in the class.

Instructional Management

1. Majority of time allocated & scheduled for instruction.

2. Allocated instructional time involves active academic engagement with quick paced instruction.

3. Asks clear questions and provides clear directions of assignments.

4. Active academic engagement results in high rates of student success (90% +).

5. Actively involves all/ majority of students in lesson, this includes providing activities/instruction to students of varying skill levels

6. Instructional activities linked directly to measurable short & long term academic outcomes.

Adapted by C. Borgmeier from Sugai & Colvin, 11/29/01

Classroom Management Action Plan

Strategies for acknowledging students for doing well		Strategies for consequating student behavior
Verbal Praise Extra “dollar” for good behavior Note home Treasure box toy when a child earns a specified amount of money Weekly student certificates		Lose recess time Lose a “dollar” Note home Phone call home Time-out in another room Behavior plan posted
Activity	When	How	Who
1. Define expected classroom behaviors & routines	First day of school	Teacher explanation	teacher
2. Teach expected classroom behaviors & routines	First day of school, after long breaks, when needed	Teacher explanation Student demonstration/skits	Teacher and students
3. Decide how you will provide consistent application all day	Beginning of year and as needed throughout the year	Through individual interactions with students, follow behavior plan	teacher
4. Define with students how they will be recognized for meeting expectations initially & over time	Beginning of year	Classroom discussion	teacher
5. Define the procedure for consequating student behavior	First day of school	Post rules/behavior plan, discuss with students, have students do skits of inappropriate behavior and what the consequence will be	Teacher students
6. Define when you will reteach & practice behavioral expectations	After long breaks and as needed throughout the year	Have students practice through demonstration of the correct and incorrect thing to do.	Teacher students
7. Define how you will monitor and evaluate progress & determine necessary revisions	Throughout the year/end of quarter	behavior log will help to monitor each child’s’ behavior. Individual behavior plans can be put into place if necessary. A conference is usually called with the parents/administrators and a plan is created and revisited if necessary.	Teacher Parent administrator

Provide a brief summary describing how the classroom and instructional management practices as well as strategies and activities listed under the action plan reflect the components of positive behavioral support that are discussed in the article below.

My classroom and instructional management practices are part of a positive behavioral support plan. One aspect of my plan is to focus on the positive. This is done by providing students with rewards from the treasure box when they earn a specified amount of classroom money. Students also have the opportunity to earn extra money if they are caught being good. Every week I pick 2 children that have exceptional behavior that week and they are presented with a good behavior certificate. This serves 2 purposes: 1) the student is recognized positively in the classroom and 2) the student’s parents receive the positive feedback when the child brings home the award. Another aspect of my behavior plan helps to prevent students from misbehaving. I keep my students actively involved throughout the day so they don’t have time to misbehave. In the beginning of the year I also review the rules and procedures on a daily basis. We do this by discussing what we can and cannot do at school. The students participate in short skits to demonstrate behaviors that may occur at school. After the skit we discuss if what happened was appropriate for school and if it wasn’t we decide what should have been done instead. This helps the students to “see” what is acceptable and “see” the consequence. After the first month of school, I revisit the rules and procedures if I notice a child or children not doing what is expected of them. Since the students are aware of the rules and consequences, when a child breaks a rule he or she knows the consequence such as losing a dollar or losing recess time. Once the students learn the consequences, many of them don’t even need me to tell them what to do, I often just say their name and they give me a dollar or sit out at recess. Along with an individual behavior plan I also have a class behavior plan. Any time the class receives a compliment from another staff member in the school they earn a marble. When they earn 25 marbles, they get a reward that we decide on together. This reward can range from a popcorn party, 10 minutes extra recess, or no homework for 1 day.