Chp. 9 task 2
•
0 likes•176 views
This document discusses strategies for correcting behavior errors in the classroom using Positive Behavioral Interventions and Supports (PBIS). It recommends developing systematic and consistent correction strategies. It outlines the STOIC method for classroom management, which includes structuring the environment, teaching expectations, observing, providing supervision, using data to make decisions, and interacting positively. The document also discusses adjusting management plans based on data, building positive relationships with students through systematic plans, and using more intensive problem solving if initial connection plans are not working based on collected data.
Report
Share
Report
Share
Recommended
Promoting positive learning checklist
A classroom checklist provides guidance on promoting positive learning environments through effective instruction and classroom management. The instruction section recommends using advanced organizers, clear explanations, maintaining student attention, practice opportunities, and frequent positive feedback. The classroom management section suggests precorrecting behaviors, active positive interactions, smooth transitions, differential reinforcement, minimal non-instructional time, consistent rules enforcement, and tailored behavior strategies.
Teacher attitudes, restructuring changes and alteration
Teachers must understand the social context and economic conditions of their students to plan effective lessons without expensive materials. A positive attitude frames challenges as opportunities to adapt, rather than waste time complaining. Teacher attitudes are shaped slowly through interactions and experience. Restructuring involves fundamental changes to systems and structures, and requires evaluating changes through implementation and acting on failures. Alterations to more student-centered approaches necessitate modifying teaching practices and policies to support meaningful learning experiences.
Champs Module 2: STOIC
The STOIC acronym outlines evidence-based practices for implementing Positive Behavioral Interventions and Supports (PBIS) in the classroom, including structuring the environment, teaching expectations, observing and supervising student behavior, using data to make decisions, interacting positively, and correcting errors. Research shows the most important components are clearly structuring the classroom and expectations, and maintaining a high ratio of positive to negative interactions between teachers and students.
Appraisal System
This document summarizes the key changes to the teacher appraisal process in the UK beginning in September 2012. It notes that performance will now be assessed against revised teaching standards. Objectives must be specific, measurable, achievable, realistic and time-bound. The appraisal period will run for 12 months and involve setting objectives, observations, feedback and an annual assessment of performance against objectives and standards. It provides examples of good and poor objectives and outlines the timeframe for implementing the new appraisal process.
Advising and supporting_teachers
The document discusses advising and supporting teachers. It defines pre-service teachers as those without experience, and in-service teachers as those with experience. The advisor's role is to plan conferences with teachers to set learning goals and lesson plans. They then support teachers during lessons through observation, demonstration, or co-teaching. After lessons, advisors and teachers evaluate the effectiveness of teaching strategies based on student outcomes. Advisors then provide descriptive feedback to help teachers improve without criticism. Both parties reflect on lessons to critically analyze what worked and how to adjust future instruction.
What is “The Big Picture?”
The document outlines Dr. Marion H. Martinez's vision for the school district as superintendent from 2004-2005, which includes strong leadership, aligning resources and actions to standards-based curriculum, accountability, and continuous learning. It discusses using strategic planning to create a shared vision for the future through stakeholder engagement. Key focus areas are academic achievement, instruction, healthy lifestyles, citizenship, and school climate. Stakeholders like administrators, teachers, students, parents, and community have defined roles to support this vision. Several initiatives are mentioned like data-driven decision making, early intervention, positive behavior support, and differentiated instruction to improve teaching and learning for all students.
May 09 - How engaged are your stakeholders introductory slides
1. The document discusses stakeholder engagement strategies for curriculum delivery projects. It identifies academic managers, teaching practitioners, and learners as key stakeholders and outlines approaches to engaging each group.
2. Academic managers play a crucial role in supporting practitioners to experiment with new teaching methods. Practitioners may revert to old methods if not supported through challenges.
3. Teaching practitioners benefit from induction on new methods, working in peer groups, and experiencing new approaches firsthand in their own training.
Ktt vis pres
The document discusses assessment design and ensuring student engagement and understanding. It recommends that assessment should actively engage students in identifying criteria, facilitate self-assessment and feedback, and provide opportunities to apply learning. Assessment should make goals explicit while allowing student influence, and position students as primary agents in self-assessing performance and linking it to outcomes. Feedback should trigger and inform progression based on self-monitoring. The document also discusses embracing informal learning and visualizing a use case for negotiated student activities and recording evidence.
Recommended
Promoting positive learning checklist
A classroom checklist provides guidance on promoting positive learning environments through effective instruction and classroom management. The instruction section recommends using advanced organizers, clear explanations, maintaining student attention, practice opportunities, and frequent positive feedback. The classroom management section suggests precorrecting behaviors, active positive interactions, smooth transitions, differential reinforcement, minimal non-instructional time, consistent rules enforcement, and tailored behavior strategies.
Teacher attitudes, restructuring changes and alteration
Teachers must understand the social context and economic conditions of their students to plan effective lessons without expensive materials. A positive attitude frames challenges as opportunities to adapt, rather than waste time complaining. Teacher attitudes are shaped slowly through interactions and experience. Restructuring involves fundamental changes to systems and structures, and requires evaluating changes through implementation and acting on failures. Alterations to more student-centered approaches necessitate modifying teaching practices and policies to support meaningful learning experiences.
Champs Module 2: STOIC
The STOIC acronym outlines evidence-based practices for implementing Positive Behavioral Interventions and Supports (PBIS) in the classroom, including structuring the environment, teaching expectations, observing and supervising student behavior, using data to make decisions, interacting positively, and correcting errors. Research shows the most important components are clearly structuring the classroom and expectations, and maintaining a high ratio of positive to negative interactions between teachers and students.
Appraisal System
This document summarizes the key changes to the teacher appraisal process in the UK beginning in September 2012. It notes that performance will now be assessed against revised teaching standards. Objectives must be specific, measurable, achievable, realistic and time-bound. The appraisal period will run for 12 months and involve setting objectives, observations, feedback and an annual assessment of performance against objectives and standards. It provides examples of good and poor objectives and outlines the timeframe for implementing the new appraisal process.
Advising and supporting_teachers
The document discusses advising and supporting teachers. It defines pre-service teachers as those without experience, and in-service teachers as those with experience. The advisor's role is to plan conferences with teachers to set learning goals and lesson plans. They then support teachers during lessons through observation, demonstration, or co-teaching. After lessons, advisors and teachers evaluate the effectiveness of teaching strategies based on student outcomes. Advisors then provide descriptive feedback to help teachers improve without criticism. Both parties reflect on lessons to critically analyze what worked and how to adjust future instruction.
What is “The Big Picture?”
The document outlines Dr. Marion H. Martinez's vision for the school district as superintendent from 2004-2005, which includes strong leadership, aligning resources and actions to standards-based curriculum, accountability, and continuous learning. It discusses using strategic planning to create a shared vision for the future through stakeholder engagement. Key focus areas are academic achievement, instruction, healthy lifestyles, citizenship, and school climate. Stakeholders like administrators, teachers, students, parents, and community have defined roles to support this vision. Several initiatives are mentioned like data-driven decision making, early intervention, positive behavior support, and differentiated instruction to improve teaching and learning for all students.
May 09 - How engaged are your stakeholders introductory slides
1. The document discusses stakeholder engagement strategies for curriculum delivery projects. It identifies academic managers, teaching practitioners, and learners as key stakeholders and outlines approaches to engaging each group.
2. Academic managers play a crucial role in supporting practitioners to experiment with new teaching methods. Practitioners may revert to old methods if not supported through challenges.
3. Teaching practitioners benefit from induction on new methods, working in peer groups, and experiencing new approaches firsthand in their own training.
Ktt vis pres
The document discusses assessment design and ensuring student engagement and understanding. It recommends that assessment should actively engage students in identifying criteria, facilitate self-assessment and feedback, and provide opportunities to apply learning. Assessment should make goals explicit while allowing student influence, and position students as primary agents in self-assessing performance and linking it to outcomes. Feedback should trigger and inform progression based on self-monitoring. The document also discusses embracing informal learning and visualizing a use case for negotiated student activities and recording evidence.
Your pl plan for csip
This school improvement plan outlines goals, actions, and timelines to improve the school over the 2014-2015 school year. Key targets included offering new programs and organizing professional development for teachers, with an emphasis on using resources effectively and monitoring progress to maximize instructional impact.
LCSS Professional Learning Plan Template
This school improvement plan outlines goals, actions, and timelines to improve the school over the 2014-2015 school year. Key targets include organizing teacher training, offering new programs, and monitoring progress on an ongoing basis to ensure the plan's success in enhancing instruction.
Supervision
Supervision involves enabling teachers to improve instruction for students and is not the same as teaching. The supervision process includes evaluation, which is a formal process of gathering information over time to determine if a teacher meets teaching standards. Evaluation aims to ensure quality teaching and promote professional learning. Supervision includes goal setting, using evaluation tools and instruments, different supervisory styles like directive and collaborative, and providing focused assistance. A key part of supervision is the circle of supervision which involves pre-observation meetings, observations, and post-observation discussions between the teacher and evaluator.
Mmstlc steps to success
This document outlines six steps for ensuring success in mathematics and science education: 1) having a well-developed curriculum, 2) using instructional materials aligned with the curriculum, 3) employing consistent instructional strategies, 4) providing adequate professional development, 5) implementing an assessment system aligned with standards and curriculum, and 6) establishing policies and procedures that support teaching and learning. It instructs teachers to rate their school on each step, discuss as a team, develop a consensus, and summarize their ratings to identify needs and guide next steps in planning.
Domain 2
This module discusses the genesis of professional learning communities and shared vision and values. It covers 3 phases of development: genesis where the principal builds faculty leadership; process where leadership responsibilities are shared; and implementation where collaborative practices are institutionalized. The principal models aligning school actions with a shared vision developed through stakeholder dialogue. Teachers actively participate in these discussions and learn to use data to make instructional decisions aligned with the vision.
Maximising student impact 3
This document discusses taking a collective approach to assessment to maximize student experience, parent confidence, and reduce teacher workload. It advocates establishing team goals and shared responsibilities to improve coherence. Data is presented on student and parent perspectives, with an exemplar of formative and summative feedback. A proposed assessment response cycle and use of a management platform aims to provide clear and shared communication of assessment. The key recommendations are to minimize summative assessments to a maximum of two per subject per quarter, continue regular formative feedback, and ensure quality over quantity through group planning and coherence.
Chp. 9 task 1 slides
This document discusses strategies for correcting student behavior in the classroom using Positive Behavior Interventions and Supports (PBIS). It outlines the STOIC framework for structuring the classroom environment, teaching expectations, observing students, providing supervision, using data to make decisions, interacting positively with students, and correcting behaviors fluently. The top reasons for office discipline referrals are defiance/disrespect and disruption. The document also examines cultural differences in the interpretation of defiance, noting that behaviors in some cultures like not maintaining eye contact during discipline or smiling during discipline do not necessarily indicate defiance.
Champs Module 9: Ratio of Interactions
This document discusses the importance of maintaining a positive ratio of interactions with students, where teachers provide 4 positive interactions for every 1 corrective interaction. It notes research finding this 4:1 ratio to be most effective for improving classroom culture. It explains that any interaction, even a seemingly positive one, counts as corrective if the student is misbehaving. The key is attending more to positive behaviors. Left unchecked, typical classrooms have observed ratios of 5-15 negative interactions for every positive one, highlighting the need for teachers to actively work on providing more positive feedback and interactions.
Implemented curriculum vs achieved curriculum
The document discusses the differences between an intended, implemented, and achieved curriculum. The intended curriculum refers to educational goals and structures, while the implemented curriculum involves classroom practices and activities designed to achieve those goals. The achieved curriculum refers to the learning outcomes of schooling. Curriculum mapping can compare the intended written curriculum to the implemented taught curriculum by recording what is taught. Backward mapping analyzes culminating test items to determine the achieved learned curriculum.
Kelvin Lamar Griffin
Evaluate teacher portfolios aligned with widely used content standards for student learning and subject specific standards for teaching, edTPA assesses teaching that promotes student learning.
Assessment method
The document discusses four assessment methods for distance learning: 1) Formative assessment of self-learning modules, activity sheets, and exemplars which are given weekly and returned after completion. 2) Portfolio making where learners compile outputs per subject with reflections to demonstrate understanding. 3) Project making/performance tasks where learners complete projects or performances for lessons which are assessed using rubrics. 4) Journal reflection assessment where learners submit reflections after each lesson for evaluation using rubrics.
Workshop 3 Presentation Ayr
The document summarizes the writing moderation process used by schools in Argyll, Scotland. Schools submit writing portfolios which are reviewed by a moderation team over two days to ensure consistency in writing standards and tasks. Feedback is provided to each participating school and a final report shares strengths and areas for improvement with all schools. The process has led to more consistent marking and improved writing attainment. Next steps include encouraging schools to conduct their own moderations to further share the writing standard.
Making a Difference 1 student at a time powerpoint
The document discusses different levels of management for education - operational, tactical, and strategic. Operational management focuses on routine tasks like lesson planning and schedules. Tactical management translates strategic plans into specific action plans by assessing growth and assigning responsibilities. Strategic management establishes long-term goals, mission, and vision to set the framework for the whole organization. It also stresses the importance of contingency planning to continuously improve and adapt plans, assignments, and behaviors as needed.
Advising and supporting Teachers
This document discusses advising and supporting teachers. It defines pre-service and in-service teachers, and the role of the advisor. It outlines the planning conference process where the teacher and advisor collaborate on lesson goals and strategies. It also describes providing in-class support through observation, demonstration, and co-teaching. The advisor provides feedback to evaluate the effectiveness of teaching strategies based on student outcomes, and the teacher and advisor debrief after lessons to discuss adjustments. The goal of feedback is improvement without criticism, and reflection is important for teachers to think critically about their lessons and options.
Quality Program Indicators Academic Interventions
The document discusses various academic intervention programs and strategies used in schools. It describes the READ 180 reading intervention program, which provides 90 minutes of reading instruction through whole-group lessons, small-group rotations, and independent reading. It also lists essential components of effective math programs, such as teaching math facts and problem-solving skills. The document outlines strategies for creating cohesive student groups, including establishing group norms, traditions, and goals. It discusses using progress monitoring tools like AIMSweb to regularly assess student performance and evaluate the impact of instructional changes.
Quality Program Indicators Academic Interventions
This document discusses various academic intervention programs and strategies. It describes the READ 180 reading intervention program, which provides 90 minutes of reading instruction through whole-group lessons, small-group rotations, and independent reading. It also lists the 5 essential components of an effective math program and describes strategies for math interventions, such as teaching basic facts to automaticity. The document outlines AIMSweb, a program the school district uses to monitor student progress in reading, math, and other areas. It concludes with strategies for creating cohesive intervention groups, such as establishing group norms and goals.
Version 6 Intro, Value & Methodology & Conclusion
Action research is a reflective process used by educators to systematically study their own practices and address problems in schools. It involves teachers collaboratively examining their practices, developing and implementing solutions, and assessing the results. The key aspects of action research include commitment, collaboration, identifying concerns, considering different perspectives, and enacting changes. It bridges the gap between theory and practice by directly observing real problems and acknowledging teachers' daily needs. Action research enhances teacher empowerment, professional growth, and positive classroom relationships by identifying and solving problems through a cyclical process of planning, acting, observing, and reflecting.
Part one picking your training provider
A good course will set out with the delegates what the aims and objectives are on the course. A creative course will be able to allow the delegates in the course to contribute to setting the course aims and objectives. A few tips and hits when picking a good quality training provider
Effective positive behavior support techniques and intervention for
This document discusses techniques for managing behavior and supporting exceptional learners, including functional behavior assessments and positive behavior programs. It outlines potential behavioral challenges in the classroom like interrupting and lack of participation. Effective behavior management requires skills like implementing evidence-based interventions, differentiation, and data-driven decision making. Functional behavior assessments involve defining, collecting data on, and hypothesizing the reasons for problematic behaviors. Guidelines for establishing classroom rules include teaching expected behaviors and specifically praising compliance. Common positive behavior techniques are also outlined such as clear routines and thinking strategies for handling disruptions.
Chp. 9 introduction slides
The document discusses strategies for correcting student behavior errors within the PBIS framework. It recommends viewing misbehavior as behavior errors rather than consequences, and corrections as opportunities to teach rather than punish. Effective corrections are calm, consistent, immediate, brief and respectful, with the goal of changing future behavior while maintaining instruction and positive relationships.
Pension advice - National Employer Savings Trust
Bright Thinking provides financial planning advice to individuals and companies. They offer services including investment advice, pension planning, employee benefits, and mortgage and protection advice. Their approach focuses on providing clear, concise, impartial advice tailored to each client's long-term needs. Their service includes an initial consultation, review and recommendations, implementation, and ongoing reviews. They can also help employers with auto-enrollment requirements under new pension regulations.
Stoic speech
As a Stoic philosopher, I encourage my classmates to follow my teachings. Stoicism preaches focusing on virtues of wisdom, justice, courage and temperance. While external events are beyond our control, we can control our judgments and attitudes. I urge my peers to accept what cannot be changed, live virtuously, and find peace of mind through reason and discipline rather than fleeting pleasures.
More Related Content
What's hot
Your pl plan for csip
This school improvement plan outlines goals, actions, and timelines to improve the school over the 2014-2015 school year. Key targets included offering new programs and organizing professional development for teachers, with an emphasis on using resources effectively and monitoring progress to maximize instructional impact.
LCSS Professional Learning Plan Template
This school improvement plan outlines goals, actions, and timelines to improve the school over the 2014-2015 school year. Key targets include organizing teacher training, offering new programs, and monitoring progress on an ongoing basis to ensure the plan's success in enhancing instruction.
Supervision
Supervision involves enabling teachers to improve instruction for students and is not the same as teaching. The supervision process includes evaluation, which is a formal process of gathering information over time to determine if a teacher meets teaching standards. Evaluation aims to ensure quality teaching and promote professional learning. Supervision includes goal setting, using evaluation tools and instruments, different supervisory styles like directive and collaborative, and providing focused assistance. A key part of supervision is the circle of supervision which involves pre-observation meetings, observations, and post-observation discussions between the teacher and evaluator.
Mmstlc steps to success
This document outlines six steps for ensuring success in mathematics and science education: 1) having a well-developed curriculum, 2) using instructional materials aligned with the curriculum, 3) employing consistent instructional strategies, 4) providing adequate professional development, 5) implementing an assessment system aligned with standards and curriculum, and 6) establishing policies and procedures that support teaching and learning. It instructs teachers to rate their school on each step, discuss as a team, develop a consensus, and summarize their ratings to identify needs and guide next steps in planning.
Domain 2
This module discusses the genesis of professional learning communities and shared vision and values. It covers 3 phases of development: genesis where the principal builds faculty leadership; process where leadership responsibilities are shared; and implementation where collaborative practices are institutionalized. The principal models aligning school actions with a shared vision developed through stakeholder dialogue. Teachers actively participate in these discussions and learn to use data to make instructional decisions aligned with the vision.
Maximising student impact 3
This document discusses taking a collective approach to assessment to maximize student experience, parent confidence, and reduce teacher workload. It advocates establishing team goals and shared responsibilities to improve coherence. Data is presented on student and parent perspectives, with an exemplar of formative and summative feedback. A proposed assessment response cycle and use of a management platform aims to provide clear and shared communication of assessment. The key recommendations are to minimize summative assessments to a maximum of two per subject per quarter, continue regular formative feedback, and ensure quality over quantity through group planning and coherence.
Chp. 9 task 1 slides
This document discusses strategies for correcting student behavior in the classroom using Positive Behavior Interventions and Supports (PBIS). It outlines the STOIC framework for structuring the classroom environment, teaching expectations, observing students, providing supervision, using data to make decisions, interacting positively with students, and correcting behaviors fluently. The top reasons for office discipline referrals are defiance/disrespect and disruption. The document also examines cultural differences in the interpretation of defiance, noting that behaviors in some cultures like not maintaining eye contact during discipline or smiling during discipline do not necessarily indicate defiance.
Champs Module 9: Ratio of Interactions
This document discusses the importance of maintaining a positive ratio of interactions with students, where teachers provide 4 positive interactions for every 1 corrective interaction. It notes research finding this 4:1 ratio to be most effective for improving classroom culture. It explains that any interaction, even a seemingly positive one, counts as corrective if the student is misbehaving. The key is attending more to positive behaviors. Left unchecked, typical classrooms have observed ratios of 5-15 negative interactions for every positive one, highlighting the need for teachers to actively work on providing more positive feedback and interactions.
Implemented curriculum vs achieved curriculum
The document discusses the differences between an intended, implemented, and achieved curriculum. The intended curriculum refers to educational goals and structures, while the implemented curriculum involves classroom practices and activities designed to achieve those goals. The achieved curriculum refers to the learning outcomes of schooling. Curriculum mapping can compare the intended written curriculum to the implemented taught curriculum by recording what is taught. Backward mapping analyzes culminating test items to determine the achieved learned curriculum.
Kelvin Lamar Griffin
Evaluate teacher portfolios aligned with widely used content standards for student learning and subject specific standards for teaching, edTPA assesses teaching that promotes student learning.
Assessment method
The document discusses four assessment methods for distance learning: 1) Formative assessment of self-learning modules, activity sheets, and exemplars which are given weekly and returned after completion. 2) Portfolio making where learners compile outputs per subject with reflections to demonstrate understanding. 3) Project making/performance tasks where learners complete projects or performances for lessons which are assessed using rubrics. 4) Journal reflection assessment where learners submit reflections after each lesson for evaluation using rubrics.
Workshop 3 Presentation Ayr
The document summarizes the writing moderation process used by schools in Argyll, Scotland. Schools submit writing portfolios which are reviewed by a moderation team over two days to ensure consistency in writing standards and tasks. Feedback is provided to each participating school and a final report shares strengths and areas for improvement with all schools. The process has led to more consistent marking and improved writing attainment. Next steps include encouraging schools to conduct their own moderations to further share the writing standard.
Making a Difference 1 student at a time powerpoint
The document discusses different levels of management for education - operational, tactical, and strategic. Operational management focuses on routine tasks like lesson planning and schedules. Tactical management translates strategic plans into specific action plans by assessing growth and assigning responsibilities. Strategic management establishes long-term goals, mission, and vision to set the framework for the whole organization. It also stresses the importance of contingency planning to continuously improve and adapt plans, assignments, and behaviors as needed.
Advising and supporting Teachers
This document discusses advising and supporting teachers. It defines pre-service and in-service teachers, and the role of the advisor. It outlines the planning conference process where the teacher and advisor collaborate on lesson goals and strategies. It also describes providing in-class support through observation, demonstration, and co-teaching. The advisor provides feedback to evaluate the effectiveness of teaching strategies based on student outcomes, and the teacher and advisor debrief after lessons to discuss adjustments. The goal of feedback is improvement without criticism, and reflection is important for teachers to think critically about their lessons and options.
Quality Program Indicators Academic Interventions
The document discusses various academic intervention programs and strategies used in schools. It describes the READ 180 reading intervention program, which provides 90 minutes of reading instruction through whole-group lessons, small-group rotations, and independent reading. It also lists essential components of effective math programs, such as teaching math facts and problem-solving skills. The document outlines strategies for creating cohesive student groups, including establishing group norms, traditions, and goals. It discusses using progress monitoring tools like AIMSweb to regularly assess student performance and evaluate the impact of instructional changes.
Quality Program Indicators Academic Interventions
This document discusses various academic intervention programs and strategies. It describes the READ 180 reading intervention program, which provides 90 minutes of reading instruction through whole-group lessons, small-group rotations, and independent reading. It also lists the 5 essential components of an effective math program and describes strategies for math interventions, such as teaching basic facts to automaticity. The document outlines AIMSweb, a program the school district uses to monitor student progress in reading, math, and other areas. It concludes with strategies for creating cohesive intervention groups, such as establishing group norms and goals.
Version 6 Intro, Value & Methodology & Conclusion
Action research is a reflective process used by educators to systematically study their own practices and address problems in schools. It involves teachers collaboratively examining their practices, developing and implementing solutions, and assessing the results. The key aspects of action research include commitment, collaboration, identifying concerns, considering different perspectives, and enacting changes. It bridges the gap between theory and practice by directly observing real problems and acknowledging teachers' daily needs. Action research enhances teacher empowerment, professional growth, and positive classroom relationships by identifying and solving problems through a cyclical process of planning, acting, observing, and reflecting.
Part one picking your training provider
A good course will set out with the delegates what the aims and objectives are on the course. A creative course will be able to allow the delegates in the course to contribute to setting the course aims and objectives. A few tips and hits when picking a good quality training provider
Effective positive behavior support techniques and intervention for
This document discusses techniques for managing behavior and supporting exceptional learners, including functional behavior assessments and positive behavior programs. It outlines potential behavioral challenges in the classroom like interrupting and lack of participation. Effective behavior management requires skills like implementing evidence-based interventions, differentiation, and data-driven decision making. Functional behavior assessments involve defining, collecting data on, and hypothesizing the reasons for problematic behaviors. Guidelines for establishing classroom rules include teaching expected behaviors and specifically praising compliance. Common positive behavior techniques are also outlined such as clear routines and thinking strategies for handling disruptions.
What's hot (19)
Making a Difference 1 student at a time powerpoint
Making a Difference 1 student at a time powerpoint
Effective positive behavior support techniques and intervention for
Effective positive behavior support techniques and intervention for
Viewers also liked
Chp. 9 introduction slides
The document discusses strategies for correcting student behavior errors within the PBIS framework. It recommends viewing misbehavior as behavior errors rather than consequences, and corrections as opportunities to teach rather than punish. Effective corrections are calm, consistent, immediate, brief and respectful, with the goal of changing future behavior while maintaining instruction and positive relationships.
Pension advice - National Employer Savings Trust
Bright Thinking provides financial planning advice to individuals and companies. They offer services including investment advice, pension planning, employee benefits, and mortgage and protection advice. Their approach focuses on providing clear, concise, impartial advice tailored to each client's long-term needs. Their service includes an initial consultation, review and recommendations, implementation, and ongoing reviews. They can also help employers with auto-enrollment requirements under new pension regulations.
Stoic speech
As a Stoic philosopher, I encourage my classmates to follow my teachings. Stoicism preaches focusing on virtues of wisdom, justice, courage and temperance. While external events are beyond our control, we can control our judgments and attitudes. I urge my peers to accept what cannot be changed, live virtuously, and find peace of mind through reason and discipline rather than fleeting pleasures.
Acts 17 16 34
The document discusses ancient Greek philosophers and references an altar to an unknown god. It also quotes a passage about living and moving in God.
STOIC and CHAMPS for 21st Century CLC ACE
This document provides an overview of the CHAMPS classroom management plan. It includes sections on limiting distractions during conversations, raising hands for questions, introducing CHAMPS as an after school plan, taking breaks as needed, and engaging in the learning activities by taking notes. The document also discusses using a signal to return students to the full group, reviewing at the end to assess understanding, and setting conditions to influence student behavior.
Motivation 5 part_framework
The document discusses five factors that can influence student motivation: the school and classroom environment, social interactions, instructional activities, individual learning challenges, and pay-offs for learning. Specific strategies are provided under each factor to promote student motivation, such as employing proximity control, giving students choices and preferential seating for the environment, improving teacher-student relationships, and making instructional activities more stimulating.
Cato the Stoic in Lucan and Seneca
This document discusses Lucan's portrayal of Cato in his epic poem Pharsalia. While Cato is often seen as a Stoic hero, the document argues Lucan presents a more complex and problematic view of Cato. It analyzes Cato's justification for joining the civil war, finding inconsistencies and contradictions with Stoic philosophy. The document also questions the extent to which Lucan himself adhered to Stoicism, suggesting his work highlights issues with Stoicism and presents a chaotic universe at odds with Stoic doctrines of a rational cosmos.
STOIC and CHAMPS for 21st Century CLC ACE Participant Handouts
This document provides an overview of STOIC and CHAMPS training for after school programs. It discusses:
- Establishing clear expectations and rules for student behavior using the CHAMPS framework. This includes defining appropriate voice levels, participation, and signals to regain attention.
- The importance of explicitly teaching, observing, and providing feedback to students about behavioral expectations to promote success. Reinforcement should emphasize positive interactions.
- Guidelines for structuring the learning environment, scheduling, and implementing routines and procedures to set students up for appropriate behavior.
Stoic Week Handbook
All work and no play makes even us at Orient Management Group dull...check out the attached Stoic handbook to find out how to bring peace into your life!
Philosophy of educationl4 test
This document provides an overview of philosophy of education from Stoicism to the Renaissance. It discusses key figures and developments including:
- Epictetus' teachings on controlling emotions, actions, judgments, and living simply
- Augustine's view that God illuminates the mind to understand reality
- The development of schools in the Celtic Golden Age and under Muhammad and Islamic law
- Averroes arguing for rational knowledge against religious doctrines
- Developments in education during the Renaissance like the rediscovery of Greek/Roman philosophy and Shakespeare receiving a grammar school education.
Portfolio Construction Strategy_Stoic Advisors
A very unique way of looking at construction of portfolios. A very appreciated concept and first of its kind technique, which is beneficial for any investment philosophy. No matter if you are a fundamental investor or technical, this is for you.
Paul.lesson.4.greek.part.2
The document discusses the influence of ancient Greek philosophy on Western thought, focusing on several key philosophers and schools of thought. It introduces Socrates, Plato, and Aristotle, and examines Epicureanism and Stoicism in more depth. Stoicism in particular had a major influence on early Christianity and the writings of Paul. While Paul engaged with Stoic ideas and techniques, he focused his message on preaching Christ and his crucifixion.
0495603821 150634
The Stoics believed that true happiness comes from detachment from external things and controlling one's attitudes rather than circumstances. Key Stoic philosophers included Epictetus, who taught that we can only control our reactions, and Marcus Aurelius, the Roman emperor who found wisdom in accepting what is beyond our control. Stoicism teaches that by focusing on inner peace over pleasure or pain, one can be content under any conditions.
actividad 1
This short document promotes the creation of presentations using Haiku Deck on SlideShare. It begins with an image credit and mentions being inspired, encouraging the reader to get started making their own Haiku Deck presentation by using the GET STARTED prompt.
Stoic happiness
This document contains multiple excerpts and passages from Stoic philosophers discussing key concepts in Stoicism such as tranquility, indifference, negative visualization, controlling one's interpretations and judgments, focusing on virtue over external things, and maintaining equanimity through difficult circumstances. The excerpts promote cultivating calmness and resisting anxiety through accepting what is beyond one's control, examining one's thoughts and judgments, and finding contentment from within rather than through external things.
The obstacle is the way (presented to sing transition group june 30, 2014)
This document discusses changing oneself rather than trying to change the world. It advocates practicing objectivity, altering one's perspective, living in the present moment, thinking differently, and preparing to act as disciplines of perception that can help recognize one's power, steady one's nerves, control emotions, and find opportunities.
Neo Classicism
The document summarizes Jean Auguste Dominique Ingres' 1827 painting "The Apotheosis of Homer". It depicts the Greek poet Homer as a heroic figure, in keeping with Neoclassical artistic styles of the time which emphasized simplicity, symmetry, and ideals of virtue. The painting reflects Enlightenment philosophical ideals and Neoclassical aesthetic principles that were dominant in the early 19th century.
The Role of Paraeducator in a PBIS School
Paraeducators play an important role in schools implementing Positive Behavioral Interventions and Supports (PBIS) in 3 key ways. At tier 1, they help teach and model positive behavioral expectations to all students. At tier 2, paraeducators provide targeted social skills instruction and monitor student behavior. For tier 3 students, paraeducators closely supervise students and collect behavior data to inform support plans. Implementing PBIS requires establishing clear school-wide rules, acknowledging appropriate behavior, and providing differentiated support across 3 tiers to improve outcomes for all students.
Stoicism: Living according to nature
This document provides an overview of Stoic philosophy. It discusses that Stoicism was founded by Zeno of Citium in Athens in the 3rd century BC. Central Stoic ideas include virtue being the only true good, emotions arising from judgments that can be controlled, and living in harmony with nature. Stoics believed that only one's own voluntary actions are under direct control, and they practiced accepting what is outside of their control, focusing on virtuous actions, and finding peace through accepting reality. The document outlines various Stoic practices for cultivating wisdom and virtue, such as anticipating future difficulties, loving others while accepting imperfection, and mindful examination of one's thoughts.
Stoic Marketing Solutions
Stoic Marketing Solutions provides result-oriented marketing, advertising, and PR services. Their mission is to help clients meet objectives through awareness, sales increases, and other agreed metrics. Services include digital marketing, events, PR, and brand management. They conceptualize digital strategies, create designs, manage social media, develop websites, and provide reporting. Their composite plan delivers content to clients through newsletters, emails, Facebook, blogs, and WhatsApp. Stoic promises quality assurance and value for clients' money.
Viewers also liked (20)
STOIC and CHAMPS for 21st Century CLC ACE Participant Handouts
STOIC and CHAMPS for 21st Century CLC ACE Participant Handouts
The obstacle is the way (presented to sing transition group june 30, 2014)
The obstacle is the way (presented to sing transition group june 30, 2014)
Similar to Chp. 9 task 2
data driven decision making
The document discusses data-driven decision making (DDDM) in education. It defines DDDM as systematically collecting, analyzing, and interpreting data to inform practices and policies. True DDDM considers more than test scores, exploring student well-being and feedback from the school community. The document also outlines the benefits of DDDM and provides examples of how teacher leaders can foster a culture of DDDM by dedicating time for collaboration, building understanding of data analysis, and working with colleagues to use data to identify problems and solutions.
Sustainability 02.26.13 short
This document discusses strategies for sustaining Positive Behavioral Interventions and Supports (PBIS) programs. The top reasons PBIS implementations get bogged down include lack of administrative support, understanding and buy-in from staff, and not consistently using data to monitor student behavior. The most important factors for sustainability are administrative and staff buy-in, systematic data collection and use, and strong leadership. The document provides principles and recommendations for promoting PBIS as a priority, ensuring effectiveness, increasing efficiency, and using continuous data regeneration to sustain programs over time.
Module 2 training_slides
Module 2 of PBIS training focuses on secondary implementation. The training is organized around the problem-solving model and reviewing data, systems, and practices to support students with at-risk behavior. At the end of the training, teams will use data to assess implementation, identify classroom management strategies, plan secondary systems, and update their action plan. The training covers collecting and using data to make decisions, effective classroom management strategies informed by brain science, and how to support students through targeted interventions.
Effective assessment practices Project
This document discusses effective assessment practices for institutions of higher education. It outlines how assessment can benefit institutions by informing decisions about curriculum, programs, policies and student needs. The importance of assessment is that it allows institutions to measure goals and learning outcomes, improve student learning and teaching, and gauge institutional effectiveness. The document provides examples of assessment practices from Northeastern Illinois University and recommends strategies for developing institution-wide and program-level assessment systems, including establishing goals, collecting both direct and indirect measures of student learning, and using assessment data for continuous improvement.
2009 ECNO Conference - Teaching Learning Critical Pathway
The document outlines the Teaching Learning Critical Pathway (TLCP) model, which is used to organize teaching and learning actions. It involves setting a SMART goal focused on an area of student need, gathering and analyzing data, planning instruction aligned to curriculum expectations, establishing baseline student data, and conducting assessments and reflection. The TLCP is intended to set high expectations for students and provide effective feedback to guide instruction and elicit evidence of student learning.
Horner:Administrator Training MO SW-PBS SI 08
The document discusses implementing organizational change in schools through a multi-tiered system of support. It emphasizes investing in high-fidelity implementation of core initiatives, evaluating outcomes, and integrating or eliminating programs based on their effectiveness. Initiatives should be combined that have similar outcomes, target groups, and staff involvement. Leadership, funding, training, and data-driven decision making are essential to support sustainable systems-level change.
Academic Uses For Data Collection And Graphing
This is a portion of the slideshow for a graphing presentation. It is in the works and will be edited as other the other presenters add their information.
Glossary of terms
This document provides definitions for key terms related to curriculum mapping. It groups the terms into
topics such as types of maps, map elements, standards, alignments, and review processes. Some key points:
- Curriculum mapping is defined as an ongoing process involving teacher-designed operational and planned
learning curriculum, collaborative inquiry, and data-driven decision making.
- Different types of maps include curriculum maps, diary maps, projected maps, and consensus maps.
- Map elements include units, content, skills, assessments, resources, and standards.
- Alignments refer to connections within and between maps at different grade levels.
- A seven-step review process is outlined for analyzing maps and other curriculum data
Wsu District Capacity Of Well Crafted District Wide System Of Support
The document discusses the importance of leadership and data in building an effective district-wide system of support for student and staff success. It provides several key components of an effective district system including leadership focused on instructional improvement, aligning policies to support improvement goals, providing teacher learning resources, and using data to drive decisions. The "Data Wise" process of using data to improve teaching and learning is described. Districts should set up data systems, create incentives, support new skills, and find time to model data-driven work. High-performing schools frequently monitor learning, have high standards, collaborate, align curriculum and assessments, and involve families and communities. Multiple measures should be used to understand student performance.
Integrative model
The Integrative Model is designed to help students develop a deep understanding of organized bodies of knowledge while also developing critical thinking skills. It is based on the work of Hilda Taba. Teachers begin by displaying information in a matrix. Students analyze the information to form schemas and link concepts. This results in a deeper understanding. The goals are to understand organized knowledge and use critical thinking by finding patterns and forming explanations. Teachers guide students through open-ended exploration of the data, making causal explanations, hypothesizing, and generalizing to increase understanding and motivation.
Module 2 Application
The document discusses monitoring a school literacy program through ongoing research and assessment. It proposes the following steps:
1) Gathering data on student achievement and teacher practices systematically to identify strengths and weaknesses in the literacy program.
2) Analyzing the collected data to evaluate various components of the literacy program and how well they support student learning.
3) Developing and implementing action plans based on the findings to improve parts of the program that need enhancement, thus continuing the cycle of monitoring.
The goal is to use research-based monitoring strategies to ensure continuous literacy growth for students.
Wheres My Action Plan? Mo SW-PBS SI 2008
The document discusses guidelines for developing a School-Wide Positive Behavior Support (SWPBS) action plan. It emphasizes that an action plan is important to implement a school's strategic plan. It provides tips for developing goals, activities, timelines and assigning responsibilities using data sources. Regular monitoring and evaluation of the plan is also recommended to ensure goals are being achieved and the plan stays relevant.
Pbs Slideshow.
Positive Behavior Supports (PBS) is an approach used at Rudy to establish a positive learning environment through proactive teaching of behavioral expectations. PBS focuses on preventing problem behaviors through clear rules, teaching expectations, acknowledgment of positive behaviors, and consistent consequences. Under PBS at Rudy, all students and staff will be taught the school-wide expectations of being respectful, responsible, and being a resource, which will be defined for each setting and consistently reinforced with specific praise. Student behavior will be monitored and data used to guide decisions to further support positive behavior.
ACTION RESEARCH
IMPORTANT REASONS FOR USING ACTION RESEARCH
APPROACHES
PROCESS
VALIDITY AND TECHNIQUES
STRENGTHS AND LIMITATIONS
Senior leaders sept13[1]
The document discusses the concept of disciplined collaboration, which involves teachers working interdependently through a rigorous inquiry process to improve their own practice and the practice of others. It describes how disciplined collaboration follows an implementation process of scrutinizing student data, defining learning issues, focusing inquiry to address issues, agreeing on success criteria, innovating new pedagogies and strategies, and measuring impact on student learning outcomes and professional learning. The goal is for professional learning to impact student learning through a collaborative and data-driven process.
School Management
This presentation is helpful for students of Graduate and Master Educational programs, Prepared for Course of Elementary School Management AIOU Islamabad Pakistan,.
Project based learning
Project based learning is a teaching method that uses real-world problems or challenges as the starting point for inquiry. It is characterized by students making decisions about the project framework, designing processes to solve problems or address challenges, and collaboratively accessing and managing information. The teacher plans learning strategies and assesses students in a transparent manner using various assessments, while students conduct research, learn new concepts, manage their time, take ownership of their work, and apply their learning through action. Benefits of project based learning include students becoming more creative and active learners and forming positive relationships within a powerful learning community focused on achievement.
Orientation on School Based Management.pptx
The document provides an orientation on school-based management (SBM) in the Philippines. It defines SBM as decentralizing decision-making authority to individual school sites to unite schools, teachers, students, parents, local governments, and communities. The revised SBM framework shifts the education system's focus from being school-centered to child-centered. It also aims to better involve communities and improve schools' capacity to achieve education goals. The document outlines SBM's principles, assessment process, tools, and levels to recognize best practices.
Wsu Ppt Building District Data Capacity
This document discusses using data to improve schools and student outcomes. It provides:
1) Nine characteristics of high-performing schools that focus on clear goals, high expectations, leadership, collaboration, aligned curriculum and frequent monitoring.
2) An eight-step process called "Data Wise" for using data to identify problems, examine instruction, develop plans and assess progress.
3) The importance of considering multiple data sources, such as demographics, perceptions, programs and student learning to understand different student experiences.
Module 3 training_slides
This document provides an agenda and materials for a PBS team training on tertiary implementation. The training is organized into three modules and covers tertiary systems, practices, and data to support individual students with high-risk behavior. Participants will learn about building a continuum of support including functional behavior assessments, behavior intervention plans, and considering students for special education eligibility. The training will help teams conceptualize tertiary systems and discuss implementing practices like check-in/check-out and social skills instruction.
Similar to Chp. 9 task 2 (20)
2009 ECNO Conference - Teaching Learning Critical Pathway
2009 ECNO Conference - Teaching Learning Critical Pathway
Wsu District Capacity Of Well Crafted District Wide System Of Support
Wsu District Capacity Of Well Crafted District Wide System Of Support
Recently uploaded
How to Setup Warehouse & Location in Odoo 17 Inventory
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
The History of Stoke Newington Street Names
Presented at the Stoke Newington Literary Festival on 9th June 2024
www.StokeNewingtonHistory.com
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
HYPERTENSION - SLIDE SHARE PRESENTATION.
IT WILL BE HELPFULL FOR THE NUSING STUDENTS
IT FOCUSED ON MEDICAL MANAGEMENT AND NURSING MANAGEMENT.
HIGHLIGHTS ON HEALTH EDUCATION.
A Visual Guide to 1 Samuel | A Tale of Two Hearts
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
How to deliver Powerpoint Presentations.pptx
"How to make and deliver dynamic presentations by making it more interactive to captivate your audience attention"
Benner "Expanding Pathways to Publishing Careers"
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Lifelines of National Economy chapter for Class 10 STUDY MATERIAL PDF
The chapter Lifelines of National Economy in Class 10 Geography focuses on the various modes of transportation and communication that play a vital role in the economic development of a country. These lifelines are crucial for the movement of goods, services, and people, thereby connecting different regions and promoting economic activities.
Gender and Mental Health - Counselling and Family Therapy Applications and In...
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...Nguyen Thanh Tu Collection
https://app.box.com/s/tacvl9ekroe9hqupdnjruiypvm9rdaneStack Memory Organization of 8086 Microprocessor
The stack memory organization of 8086 microprocessor.
Walmart Business+ and Spark Good for Nonprofits.pdf
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
Physical pharmaceutics notes for B.pharm students
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
Recently uploaded (20)
How to Setup Warehouse & Location in Odoo 17 Inventory
How to Setup Warehouse & Location in Odoo 17 Inventory
SWOT analysis in the project Keeping the Memory @live.pptx
SWOT analysis in the project Keeping the Memory @live.pptx
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
B. Ed Syllabus for babasaheb ambedkar education university.pdf
B. Ed Syllabus for babasaheb ambedkar education university.pdf
Film vocab for eal 3 students: Australia the movie
Film vocab for eal 3 students: Australia the movie
Lifelines of National Economy chapter for Class 10 STUDY MATERIAL PDF
Lifelines of National Economy chapter for Class 10 STUDY MATERIAL PDF
Gender and Mental Health - Counselling and Family Therapy Applications and In...
Gender and Mental Health - Counselling and Family Therapy Applications and In...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
Walmart Business+ and Spark Good for Nonprofits.pdf
Walmart Business+ and Spark Good for Nonprofits.pdf
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Chp. 9 task 2
- 1. CHAMPS: PBIS in the Classroom (17) Develop systematic, consistent strategies for correcting behavior errors
- 2. STOIC Structure the environment Teach behaviors and expectations Observe Systematic supervision Use data to make decisions Interact positively Correct Fluently
- 3. Chapter 9: Correcting Task 1: Adjusting the Basic Management Plan (classroom and/or individual student) Task 2: Analyze and Adjust Strategies for Building Positive Relationships with students Task 3: Developing a Function-Based Intervention Continuum of supports – DATA DRIVEN
- 4. Focus on Relationships Positive and respectful relationships increase motivation and improve behavior Make a systematic plan Collect data to see if it is working
- 6. Connect/Motivation Plan Implement Plan for at least 2 weeks Collect data If behavior is still resistant to change, time to do some more intensive problem solving.
Editor's Notes
- Essential Elements of SW anc CW PBIS
- How do we correct behavior errors? Focus on the 3 tasks in Chapter 9 and go a little deeper than the book. Things not in the book will be in your packet and we’ll point those things out to you.