2 points / 1 point / 0 points
Evident in most classrooms (>75% of classrooms) / Evident in many classrooms
(50-75% of classrooms) / Evident in only a fewclassrooms
(<50% of classrooms)
BENCHMARKS OF QUALITY / 2,1, 0 / Notes
42. Classroom rules are defined for each of the school-wide expectations and are posted in classrooms.
43. Classroom routines and procedures are explicitly identified for activities where problems often occur (e.g. entering class, asking questions, sharpening pencil, using restroom, dismissal).
44. Expected behavior routines in classroom are taught.
45. Classroom teachers use immediate and specific praise.
46. Acknowledgement of students demonstrating adherence to classroom rules and routines occurs more frequently than acknowledgement of inappropriate behaviors.
47. Procedures exist for tracking classroom behavior problems.
48. Classrooms have a range of consequences/interventions forproblem behavior that are documented and consistently delivered.
Class-wide Rules and Routines Matrix / Social Skills Lesson Plan
Active Engagement / Examples of Strategies to Increase Appropriate Behavior
Examples of Strategies to Decrease Inappropriate Behavior / Classroom Self-Assessment &
Action Plan

Rules Writing Activity

Classroom Rules Worksheet

Problem Behavior in Your Classroom / Replacement Behaviors
(What you want Students to do instead?)
School-wide Expectations / Classroom Rules
(From the Replacement Behaviors above) / Observable ? / Measureable? / Positive? / Understandable? / Applicable?
1.
2.
3.
4.
1.
2.
3.
4.
1.
2.
3.
4.
1.
2.
3.
4.
1.
2.
3.
4.
Classroom Context / Whole Group Instruction / Small Group Instruction / Independent Work Time / Transition / Classroom Arrival & Dismissal
School-wide & Classroom Expectation
Safe
Respectful
Responsible

Social Skill Lesson Plan

Lesson Focus:

Demonstrating ______(expectation) in the______( setting)

Teaching Objective:

Following instruction, students will demonstrate ______(expectation) in the ______(setting) by ______(describe behaviors) across ____out of ____ sampled opportunities (criteria).

Teaching Examples:

Positive Examples / Negative Examples

Lesson Materials:

Lesson Activities:

Model:
Lead:
Test:

Follow-up Activities

Strategies to prompt:
Procedures to reinforce:
Procedures to monitor/supervise:
Procedures to collect and evaluate student data:

Guidelines

Teacher talk should be no more than 40-50% of instructional time.

New material–a minimum of 4-6 responses per minute with 80% accuracy.

Review of previously learned material–8-12 responses per minute with 90% accuracy

Response Strategies

Verbal strategies–students respond orally to teacher prompts or questions.

Non-verbal strategies–students use a signal, card, writing or movement to respond.

Subject Area/Content / Strategies to increase OTR

Examples of Strategies to Increase Appropriate Behavior and Decrease Inappropriate Behaviors

Sample Specific Praise

Scripted Praise Statements

Sample Error Corrections

Scripted Error Corrections
Teacher______Rater______/ Date______
Instructional Activity / Time Start______
Time End ______
Tally each Positive Student Contacts / Total # / Tally each Negative Student Contacts / Total #

1

Ratio[1] of Positives to Negatives: _____ to 1
Classroom Management Practice / Rating
  1. I have arranged my classroom to minimize crowding and distraction
/ Yes No
  1. I have maximized structure and predictability in my classroom (e.g., explicit classroom routines, specific directions, etc.).
/ Yes No
  1. I have posted, taught, reviewed, and reinforced 3-5 positively stated expectations (or rules).
/ Yes No
  1. I provided more frequent acknowledgement for appropriate behaviors than inappropriate behaviors (See top of page).
/ Yes No
  1. I provided each student with multiple opportunities to respond and participate during instruction.
/ Yes No
  1. My instruction actively engaged students in observable ways (e.g., writing, verbalizing)
/ Yes No
  1. I actively supervised my classroom (e.g., moving, scanning) during instruction.
/ Yes No
  1. I ignored or provided quick, direct, explicit reprimands/redirections in response to inappropriate behavior.
/ Yes No
  1. I have multiple strategies/systems in place to acknowledge appropriate behavior (e.g., class point systems, praise, etc.).
/ Yes No
  1. In general, I have provided specific feedback in response to social and academic behavior errors and correct responses.
/ Yes No
Overall classroom management score:
10-8 “yes” = “Super”
7-5 “yes” = “So-So”
5 “yes” = “Improvement Needed” / # Yes______

Action Planning

The purposes of this assessment are to (a) determine the extent to which effective general classroom management practices are in place and (b) develop an action plan for enhancement/maintenance based on this information. This assessment and action plan can be completed as a “self-assessment” or by an observer.

  1. Pick a teacher-led/directed activity that has a specific learning outcome/objective.
  2. During the activity, count number of positive and negative student contacts that occur during the activity.
  3. After the activity,
  4. Sum the number of positive and negative contacts and calculate the ratio of positive to negative contacts.
  5. Assess whether each classroom management practice was evident.
  6. Sum the number of “yes” to determine overall classroom management score.
  7. Based on your score, develop an action plan for enhancement/maintenance.

Action Plan
# / Current Level of Performance / Enhancement/Maintenance Strategies[2]

1

[2] What? When? How? By When?