Classroom Management

Classroom Management

0.25 USBE Credits
This badge focuses on implementation of Positive Behavior Interventions and Supports in the classroom, which is the behavioral component of Multi-Tiered System of Supports.

DESCRIPTION

To earn this 0.25 credit badge you will submit one of the evidence items from the list below to demonstrate your competency in implementation of positive behavior interventions and supports principles in the classroom. You will also complete a short reflection. Click Earn This Badge to learn more!

FEES

You will be charged $20 by the badge provider. You'll be charged at the point you submit your badge for final review.

CLARIFICATIONS

This badge does not focus on special education identification or evaluation.

IMPORTANT TERMS

Positive Behavior Interventions and Supports: A framework for teaching students expectations, reinforcing appropriate pro-social behavior, and providing instruction and consequences for errors in behavior.

Multi-Tiered System of Supports: An operational framework of tiered supports for improving academic and behavioral outcomes for all students.

Office Discipline Referrals:  A method for tracking students referred to the office as a discipline method.

Fidelity: Implementation of a strategy or intervention as it is intended and with all the components that have been shown to lead to the desired outcomes.

BACKGROUND SCENARIO

A school is implementing school-wide positive behavior interventions and supports in common areas (e.g., gym, lunchroom, halls). Schools understand what behavior is expected in each of those locations and are frequently reinforced for complying with those expectations. When students are not behaving in line with those expectations teachers are fairly consistent in dealing with those behavioral infractions or sending the student to the office where appropriate.
Despite these effective school-wide practices, there are some individual teachers who have challenging behaviors in their classroom. Furthermore, students spend the majority of their time in the classroom. As an example, Mr. Smith has students who are frequently off task, talking out, and disengaged. In an effort to support Mr. Smith, the schools identifies the need to train and coach him, and other teachers, on effective classroom management.

EVIDENCE OPTIONS

Survey Results: Submit a self-assessment from the "Supporting and Responding to Behavior: Evidence-Based Classroom Strategies for Teachers." The results should demonstrate your competency in implementation of positive behavior interventions and supports principles in the classroom.

Candidate's Choice: Submit another type of evidence to demonstrate your competency in implementation of positive behavior interventions and supports principles in the classroom.


Review Criteria

The teacher must fully complete the self-assessment listed previously. If the educator does not have their own classroom (e.g., a building administrator) then it can be completed on another educator's classroom.

REFLECTION PROMPTS

  1. Provide an analysis of what you learned about your current practices related to positive behavior interventions and supports in the classroom.

  2. What are areas of strength and weakness do you see in your classroom management system?

  3. In regards to your classroom management system, what changes would you make to improve your system?

Review Criteria

Must include an identification of strengths and weaknesses.Must include at least one identified area to improve their practice, or help another educator improve their practice, with regards to classroom management.

RESOURCES

CHAMPS: Classwide Positive Behavior Support
Find it on Amazon.com
A curriculum with user-friendly information and tools for effective classroom management geared for elementary and middle schools.

Discipline in the Secondary Classroom
Find it on Amazon.com
A curriculum with user-friendly information and tools for effective classroom management geared for junior high and high schools.

Explicit Instruction: Effective and Efficient Teaching (Archer & Hughes, 2010)
Find it on Amazon.com
This book provides useful information on how to arrange a classroom physically, teach classroom, rules, and employ effective routines to promote successful student behavior and promote more effective academic instruction.

Intervention Finder app
https://www.davis.k12.ut.us/departments/student-family-resources/mtss/intervention-supports
Davis School District has developed an intervention finder application that has a curated listed of evidence-based interventions. It pulls from several other sources and organizes interventions at three levels (student, classroom, school-wide) and provides overviews of behavior practices and interventions as well as links to additional resources.

PBIS.org
PBIS.org
This is the best source of information on research, practices, and resources related to positive behavior interventions and supports. It is an excellent resource for all things PBIS-related. It is also regularly curated and updated with the latest research, information, and resources available.

PBISworld.com
PBISworld.com
This site includes many excellent practices, strategies, and ideas for implementation of positive behavior interventions and supports at all 3 tiers of MTSS. Ideas can be categorized by problem behavior as well as tier of support. It also provides information and tools for data tracking.

Supporting and Responding to Behavior: Evidence-Based Classroom Strategies for Teachers
https://www.pbis.org/common/cms/files/pbisresources/Supporting%20and%20Responding%20to%20Behavior.pdf
This document from the office of special education programs outlines what research and practice say are best strategies for organizing and managing a classroom for successful student behavior. It provides elementary and secondary examples and non-examples and links to additional resources for improving classroom management.

UMTSS Canvas Course: Effective Teaming
https://linkprotect.cudasvc.com/url?a=https%3a%2f%2fuen.instructure.com%2fenroll%2fDDKRFH&c=E,1,tTp9PcqymrMiavvCPSqAxShCaul8TLFRLUMvrs1O95-E8Rmx73ZdUdLqye4_tf4JVhHRRmIHlgAWUsmuZ1N9QJuVfzq21RY5hFL8j1go7_1kpStoVT82yA,,&typo=1
This Canvas-based course was developed by the Utah State Board of Education MTSS Leadership team. It covers best practices for teams using the MTSS framework for problem-solving and decision-making.

UMTSS Canvas Course: Overview
https://linkprotect.cudasvc.com/url?a=https%3a%2f%2fuen.instructure.com%2fenroll%2fCWH49L&c=E,1,qlFzslKc8ZwXBOCj9sMB1DIeovP01n9Vai5kqi_evoDuQekcJ-JTNPmSK_8vMUhtd21M3x_CdLTqyPw44OJvQVWERS3ugeZ42FE0WVxJRTAhDpxRDN8,&typo=1
This Canvas-based course was developed by the Utah State Board of Education MTSS Leadership team. It is an introduction to the MTSS framework and its uses for problem-solving and decision-making.

UMTSS Canvas Course: Special Education and MTSS
https://linkprotect.cudasvc.com/url?a=https%3a%2f%2fuen.instructure.com%2fenroll%2fPDWPHA&c=E,1,AplK5_mUK9O8ICLnXDTAbXnpOxiSFcmNBjihvkCexBuXmPghJJuuZteEkQXyijB617mIY0e-_gNJgA5Rydd0BuTWN4GLF079z6MOQ9jUa1Un6g,,&typo=1
This Canvas-based course was developed by the Utah State Board of Education MTSS Leadership team. It focuses on using the MTSS framework to support learners who receive Special Education services.

BADGE EARNERS

Theo Anderson
Theo Anderson
Bradley Christensen
Bradley Christensen
Joicy Do Amaral Souza
Joicy Do Amaral Souza
Devin Healey
Devin Healey
Brook Henrie
Brook Henrie
Kelsey Hogue
Kelsey Hogue
Angela Holden
Angela Holden
Adam Kennah
Adam Kennah
Steven Loveland
Steven Loveland
Alicia Madsen
Alicia Madsen
Whitney Morris
Whitney Morris
Kirk Redford
Kirk Redford

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