P R E S EN TAT I O N BY G I N A W E S T R IC H , J A S O N S M O K E R , K EL S E Y S H E PA R D

WW U- MI T P R O GR A M, C O H O RT 2 3S P ED 5 1 0

J U LY 1 , 2 0 1 3

Developing a Classroom Management Plan

Using a Tiered Approach

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, PhDAssociate professor at New Mexico State University.Department of Special Education/Communication

DisordersDoctorate at UNLVWon 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/EducatingAllStudents.pdf

University of Georgia Faculty Directory: http://www.coe.uga.edu/people/

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

Summary

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 expectationStimulating instruction with high levels of student

engagementPositive teacher-student rapportEfficient use of classroom timeClearly 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 individualEffective strategies for replacement behavior

Social skills Self-monitoring

www.nuffieldhealth.com

“without a solid ‘core’ of behavioral support in the classroom, students do not have the guideposts necessary to learn, practice, and develop desirable skills.”

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.