Feature 1.8 - Classroom Procedures

Essential Learning

Read pages 124-130 of the Tier 1 Workbook to learn how to develop classroom expectations
Complete the online course: Effective Classroom Practices

Read pages 341-397 of the Tier 1 Workbook to learn about effective classroom practices
- Have staff complete the MO SW-PBS Teacher Self-Assessment of the Effective Classroom Practices on pages 345-346
- Similar assessment from Florida PBIS
Have staff read Teacher Tool - Classroom Expectations and Rules summary and watch Expectations and Rules Training Video
- Then have staff use the Writing Activity for Classroom Rules Worksheet to develop classroom expectations
Have staff read Teacher Tool - Classroom Procedures and Routines and watch Procedures and Routines Training Video
- Then have staff use Practice Writing Classroom Procedures to develop classroom procedures
Read Teacher Tool - Classroom Encouraging Expected Behavior and watch Classroom Encouraging Expected Behavior Training Video to assist in developing Professional Development for in-class acknowledgement
- See Feature 1.9 on developing a school-wide acknowledgement system
Read Teacher Tool - Classroom Discouraging Inappropriate Behavior and watch Classroom Discouraging Inappropriate Behavior Training Video to assist in developing Professional Development for in-class continuum of consequences

Additional Resources

Have staff complete the online module to learn classroom strategies: Antecedent and Instructional Strategies
Read Evidence based Classroom Management: Moving from Research to Practice to learn about how classroom management and PBIS connect
Read Supporting and Responding to Behavior: Evidence-Based Classroom Strategies for Teachers for an interactive map of classroom PBIS strategies, a self-assessment, and examples of critical practices
Review the Developing Expectations Resources to learn how to define classroom expectations
Review Procedures and Routines Resources for more information on establishing procedures and routines
Review the Classroom PBIS Handout to learn PBIS practices that contribute to a positive classroom
Use the Procedures to Consider Form to learn about possible procedures to develop for the classroom
- Lists of Classroom Procedures from PBIS MO
Use the Activity Sheet for Behavior Specific Praise for Professional Development
Use the training materials for in-class continumm of consequences
- Effective Re-Directs Worksheet
- Practice Selecting Techniques to Effectively Address Inappropriate Behavior
- Restorative Questions - Questions used to respond to challenging behavior from
Review additional Classroom Resources from Florida PBIS
Review additional Classroom Resources from Midwest PBIS
Effective Classroom Practices from LPS PBIS
Video: PBIS Acknowledgements in the Classroom
Video: Introduction to Effective Classroom Practices
Webinars: Challenging Behavior Webinar Series
Webinar: Best Practices in the Classroom: Building Capacity at the District Level to Support Your Teachers
Webinar: Supporting Classroom PBIS Practices and Systems-Webinar
Webinar: Positive Classroom Behavior Support

The task: Have classrooms formally implement all core Tier 1 features, consistent with school-wide expectations

Criteria for successful completion of the task

Provide Professional Development for all staff on all Tier 1 features of PBIS
Have staff develop and implement classroom expectations
Have staff develop and implement classroom procedures
Provide Professional Development for in-class acknowledgements
Provide Professional Development for in-class continuum of consequences

Overview

Once Tier 1 features are being implemented with fidelity in common areas, such as hallways and cafeterias, it becomes time to develop the same features within the classroom. This is why this process is often seen as "Tier 1 Part 2" and why it usually occurs a year, or even multiple years, after a school begins implementing PBIS. Often, it becomes the last element of Tier 1 to be in place before schools are confident to move onto Tier 2 development.

Classroom expectations, routines and procedures, acknowledgements of desired behavior, and an in-class continuum of consequences to discourage unwated behavior are all topics that should be covered by professional development to insure they are consistent within school-wide systems. This pages contains many resources on the creation of these classroom features and practices. PBIS Leadership teams are encouraged to start with the development of classroom expectations and procedures as a foundation and use the other resources as a part of the continual professional development process.

Specifics on professional development can be found in Feature 1.7. However, while intial professional development is essential to the foundation of these classroom practices, ongoing professional development is necessary to insure that these features are beieng implemented with fidelity. Therefore, plans should be made to continually revisit or refine these features as a part of a schools professional development plan, just as other Tier 1 features are.