Inclusive Opener

Hello there!
Calm Down
Corner
Attendance
Behavior
Academics
Intended Learning Outcomes:
In this training participants will

Introduction to Responsive
01 Classroom

02 Overview of of MTSS and what

MTSS means
03 2023-2024 Non Negotiables
 Responsive Classroom
Create Safe, Joyful, and Engaging Classrooms and Schools

L. Diciocio,T. Scott, C. Wilson, T.Wimbish

Treakle Elementary
 Introduction

As educators, especially for those of us who have been teaching for a while, we
understand that every few years, school systems adopt different academic or
behavioral curriculums in an effort to stay current with best practices. We are
asked to implement programs with fidelity. Sometimes we see the benefits of
new programs; sometimes, we do not, and honestly, sometimes, we do not
follow through- therefore limiting the program’s potential. The good news is
that Responsive Classroom encompasses much of what good educators already
do, while providing a framework for new educators and a shift in mindset for
others. We are wonderful, dedicated, and outstanding educators. Many of us
have excellent strategies in our toolbox, but good educators are always open to
ways to maintain and improve our craft.
What is Responsive
Classroom?
Hello there!
 Why Responsive Classroom?... Uses CASEL Framework
While SEL and mental health
are not the same, SEL can
promote positive mental
health in many ways
Helps to improve attitudes
about self and others while
decreasing emotional distress
and risky behaviors.
By promoting responsive
relationships, emotionally
safe environments, and
skills development, SEL
cultivates important
“protective factors” to
buffer against mental health
risks
Responsive Classroom
 Responsive Classroom
The Responsive Classroom CORE BELIEF emphasizes helping students
develop their :
● Academic
● Social
● Emotional skills
Recognizing that students have various strengths and needs. To be successful
in and out of school, students need to learn competencies such as:
Social/Emotional Academic
Cooperation Academic Mindset
Assertiveness Perseverance
Responsibility Learning Strategies
Empathy Academic Behavior
Self-control
 Responsive Classroom
The Responsive Classroom approach has SIX GUIDING PRINCIPLES:

Principle 1-Teaching social and emotional skills is as important

as teaching academic content.

Principle 2-How we teach is as important as what we teach.

Principle 3-Great cognitive growth occurs through social

interaction.
 Responsive Classroom
The Responsive Classroom approach has SIX GUIDING PRINCIPLES:
Principle 4 -How we work together as adults to create a safe,
joyful, and inclusive school environment is as important as our
individual contribution or competence.
Principle 5 - What we know and believe about students
(individually, culturally, developmentally) informs our
expectations, reactions, and attitudes about those students.
Principle 6 -Partnering with families—knowing them and valuing
their contributions—is as important as knowing the children we
teach.
Responsive Classroom
 Responsive Classroom
The Responsive Classroom approach has many Teaching Practices:
● Teacher Language
● Logical Consequences
● Interactive Modeling*
● Morning Meeting
● Establishing Rules
● Academic Choice
● Guided Discovery
● Role-Play*
● Interactive Learning Structures
● Quiet Time
● Energizers
● Student Grouping
● Closing Circles
 Responsive Classroom
Teacher Leadership Style
Style Autocratic-Because I Permissive-Can you Flip-Flop-I said
said so! please cooperate? NO!-Well maybe one
more chance.

Characteristics Strict, Punitive, Teacher wants to be Inconsistent, too many

Negative, Orderly liked, Over rewarding, chances, frustrated
Ignores negative,
Lacks structure

Beliefs/Intentions Wants children need to Wants children to be Wants control but

be obedient free Dislikes wants flexibility
Autocratic

Student Impact Fearful, Resentful, Fearful, Anxious, Confused, Frustrated

Stifled, Only behave Unsafe, Out of control
for teacher
 Responsive Classroom
Teacher Leadership Style

Style Responsive Classroom Authoritative Style

Characteristics Leads with authority but does not rely on punishments and rewards
(logical consequences), Established clear expectations, Does not ignore
behaviors, Is Firm, Kind, and Consistent

Beliefs/Intentions Classroom community is important, Student contribute to the group,

School is a place for students to develop and learn, No assumptions are
made about behavioral skills

Student Impact Learns self-regulation/self-control, Grows towards ownership and

autonomy
 Responsive Classroom
Establishing Rules:
● Teacher opens discussion by sharing hopes and dreams for the year
● Asks students about their hopes and dreams/Poses specific questions
● Teacher records responses
● Brainstorms to connect Hopes and Dreams to Rules
● Other class rules can be stated to set tone/community expectations
● Use steps to help students invest in rules (especially if premade)
● Use rule language for concrete behaviors
● Keep rules front and center throughout the year
 Responsive Classroom
Teacher Language
Type Reinforcing Language Reminding Language Redirecting Language
(Discipline)

Characteristics Names concrete behaviors, Reflects clearly Direct, Specific, Names

Description over personal established expectations, the desired behavior, Firm
approval, Describes the Can be a question or limits, Teacher Actions
progress of learning statement, Proactive and follow words, Makes a
towards mastery reactive, When statement instead of asking
teacher/child are calm, a question, Brief
Brief

Sentence Starters I noticed, I see, You paid Who can remember, Think (Student) put your hands in
attention to, You back to yesterday, Remind your lap, Move to (another
remembered, You all me, Let’s review, What space), Take a break
helped, You followed our can you do if, How might (rejoin when ready)
rule we follow our class rules
as we, How will you
 Responsive Classroom
Morning Meeting: Sets a tone of respect, engaged learning, and trust, creates
community, models social/emotional skills and merges with academics.
● Greeting-Students greet each other by name, handshake, fist bump,
singing, moving
● Sharing- Students share news or information about themselves and
respond/articulate in a positive way (whole group or partner)
● Group Activity- Short inclusive class activity to reinforce learning or
class community (Energizer)
● Morning Message- Student practice academic skill/warm up for the day
ahead via note to class from teacher
Responsive Classroom
 Responsive Classroom

Energizers: Used for morning activity or brain break throughout the day
● Know the students and yourself
● Take your time
● Make each energizer your own
● Invite student ideas
● Repeat student favorites
● Find easy to include reluctant students
● Write out songs and chants
● Sing, Play, Have fun
Brain Break!
Rock, Paper, Scissors

Partner up! Rock Paper

Scissors can be a quick and
fun brain break and
team-builder!

When you hear the “ding”

please return to your seats!
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 Responsive Classroom
Keep in mind that that giving verbal directions is not enough. Students need to
OBSERVE and PRACTICE. This is where Role-Play and Interactive Modeling
come in.

Role Play:
In Role-Play teachers and students discuss and brainstorm possible ways to
navigate complex social interactions with positive behaviors and ACT THEM
OUT before problems arise.
Examples:
● How to be a good sport when winning or losing a game?
● What to do if you disagree with a partner’s ideas?
● How to share materials?
 Responsive Classroom
● Interactive Modeling: Covers all classroom routines and
procedures such as: lining up, greeting each-other, writing
complete sentences, doing math problems.
● Say what you will model and why,
● Model it
● Ask students what they noticed
● Invite one more student to model
● Ask students what they noticed
● Have all students practice
● Provide Feedback
 Responsive Classroom

Please turn and talk with your partner to come up with a

combined sentence to share about today’s presentation.
Break 10 Minutes
 What Does MTSS Mean Activity

On a Sticky note write

what MTSS means to you?
 MTSS Carmen Wilson
Teacher
Leader

Catherine Parks
Administrator Feelicia Frazier

MTSS Team: Carmen, Mugler, King, Carey, Gibson, Martin, Robyn

Add Others Edwards-Roberson
CARES Team: Gone, DiCioccio, Wimbish, Tracey Scott
PBIS Team: Boyd, Hansbury
Truancy Team: Gone, DiCioccio, Parks, Gillette
 Review of ‘22-’23 MTSS

MTSS is a data-informed framework for addressing the academic,

behavioral and social-emotional needs of every student.

Tier III intervention is provided to a small, targeted

population of students (approx. 5%) who have not
w
Fe responded to previous tiered supports
Tier II intervention is an extension of Tier I
differentiated instruction that provides additional,
m e small-group supports to approx. 15% of students
So
Tier I is high-quality, evidence-based instruction
delivered to 100% students

All
 Review of ‘22-’23 MTSS

These questions help guide our

decisions as we:

❖ Plan instruction

❖ Assess student progress

❖ Respond instructionally
 Review of ‘22-’23 MTSS

Positive Behavior Interventions and Supports (PBIS)

Goal: Increase positive behaviors via tiered supports to include
responses to behaviors and restorative practices.

❏ Creating classroom expectations by building a class matrix.

❏ Differentiating between Major and Minor Infractions
❏ Implementing Morning Meetings ( Elementary) &
Responsive Advisory Meetings (Secondary)
❏ Expand toolbox to include Tier 2 and Tier 3 interventions
‘24-’25 School Year
-School-Based MTSS ‘23-’24 School Year
Leadership Teams -School-Based MTSS Leadership Teams
-Implement consistent -Develop consistent MTSS procedures
MTSS procedures -Explore Synergy MTSS Module
-Full implementation of -MTSS Teacher Leaders
Synergy MTSS Module

January ‘22
‘22-’23 School Year Reestablished Division
MTSS Leadership Team
-MTSS Coach in schools
-Revamp PBIS, PLCs, &
Tier 1 Instruction
‘24-’25 School Year
-School-Based MTSS ‘23-’24 School Year
Leadership Teams -School-Based MTSS Leadership Teams
-Implement consistent -Develop consistent MTSS procedures
MTSS procedures -Explore Synergy MTSS Module
-Full implementation of -MTSS Teacher Leaders
Synergy MTSS Module

January ‘22
‘22-’23 School Year Reestablished Division
MTSS Leadership Team
-MTSS Coach in schools
-Revamp PBIS, PLCs, &
Tier 1 Instruction
‘23-’24 MTSS Implementation Goals

Academics
Goal: Implement effective PLCs and engaging Tier 1
instruction to increase student performance.

❏ Use engaging Tier 1 instructional practices

❏ Accelerate students’ learning

❏ Differentiate progress monitoring versus monitoring progress

❏ Utilize PLC Teams for consistent data discussions-

❏ Added 1 hour of PLC time for healthy data discussions
‘23-’24 MTSS Implementation Goals

Behavior
Goal: Increase positive behaviors through engaging
Tier 1 strategies and restorative practices.

❏ Review, revamp, and relaunch PBIS behavior matrices based

on your classroom dynamics

❏ Embed Responsive Classroom techniques in conjunction with

Tier 1 behavior instruction

❏ Support ISS Coordinators in restorative practices to reduce

recidivism
‘23-’24 MTSS Implementation Goals

Attendance
Goal: Establish processes and procedures for attendance
teams and identify multi-tiered responses for chronic
absenteeism.

❏ Utilize Evidence-Based Strategies for Supporting Students

with Attendance Concerns

❏ Support school efforts to promote a positive and welcoming

school environment

❏ Making positive phone calls to make connections and build

relationships with parents to acknowledge that each child
matters in our building.

BUILDING CONNECTIONS BEFORE COMPLIANCE

‘Non Negotiables
Morning Meetings
Calm Down Corner
PLC Data Driven
Discussions
Solid Object (Person)
 Walk Through
Form/Solid Object
https://docs.google.com/document/d/1_RuYXfNEV7ZJCEn0kIp-CN8GitEubQQY4g6BGbo56
EU/edit

Solid Object Person: Goal is to Pick one person to be your go to person- Your Solid
Object-Someone you can go to about anything and will Keep it Real with You
100%
 Click on the link to access
Let’s Get materials that will be available to
Ready! you throughout the year.
https://drive.google.com/drive/u
/0/folders/1DFxUluWCEMa-ht8X
YJ3yIuM5hpw1EdEt

fill out Survey:

https://docs.google.com/forms/
d/e/1FAIpQLScoxCTwh5w-wSaA
QrpJGMpnbGlMJs7jSSt6ROCtdr
KF4yN8SQ/viewform
Closing Activity SNOWBALL FIGHT!

42
Snowball Fight & Whip
Around
Behavior Tip: Always review rules and
expectations before activities.

◎ Use your sheet of paper & write down the most

exciting thing you plan on implementing this
school year?

◎ Crumple it up like a snowball and throw it!

◎ Continue to throw paper until we say “stop”

◎ Pick up a snowball

◎ Whip Around: Share the strategy on your paper

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