This"Back to School" presentation for parents and our community outlines the learning focus for this year and highlights the work that has been done at our favorite school of learning, Wilkeson Elementary.
We are a PBIS school and every Quarter we have the students assemble in the auditorium to go over expectations and upcoming events. This is one of many PowerPoint presentations that we use. Created at Worcester East Middle by ArtSmartB6
Learning Walks using the 5 Dimensions of Teaching and Learning Instructional ...Dr. Marci Shepard
This presentation was used to lead teachers and administrators on learning walks, or classroom visits. During this day of learning, we were developing a common understanding of the 5 Dimensions of Teaching and Learning (our instructional framework), we were focusing specifically on student engagement, and we were using our shared understanding of effective instruction to analyze classroom practice.
FCS 3180Positive Behavior Support (PBS)To address the unus.docxssuser454af01
FCS 3180
Positive Behavior Support (PBS)
To address the unusually high rates of violence in US schools, the federal government has recently funded an external, national assistance center whose job it is to help schools implement the Positive Behavior Support (PBS) system. This “Center on Positive Behavioral Interventions and Supports” is funded by the Office of Special Education Programs (OSEP).
PBS is a theory-based approach to practical, in-school intervention. In this article you will be introduced to how to use positive behavior support at each of the three levels of intervention: 1) primary, 2) secondary and 3) tertiary.
Why is it so important to focus on teaching positive social behaviors?
In the past, school-wide discipline has focused mainly on reacting to specific student misbehavior by implementing punishment-based strategies including reprimands, loss of privileges, office referrals, suspensions, and expulsions. Research has shown that the implementation of punishment, especially when it is used inconsistently and in the absence of other positive strategies, is ineffective. Introducing, modeling, and reinforcing positive social behavior is an important of a student’s educational experience. Teaching behavioral expectations and rewarding students for following them is a much more positive approach than waiting for misbehavior to occur before responding. The purpose of school-wide PBS is to establish a climate in which appropriate behavior is the norm.
What is School-wide PBS?
A major advance in school-wide discipline is the emphasis on school-wide systems of support that include proactive strategies for defining, teaching, and supporting appropriate student behaviors to create positive school environments. Instead of using a patchwork of individual behavioral management plans, a continuum of positive behavior support for all students within a school is implemented in areas including the classroom and non-classroom settings (such as hallways, restrooms). Positive behavior support is an application of a behaviorally-based systems approach to enhance the capacity of schools, families, and communities to design effective environments that improve the link between research-validated practices and the environments in which teaching and learning occurs. Attention is focused on creating and sustaining primary (school-wide), secondary (classroom), and tertiary (individual) systems of support that improve lifestyle results (personal, health, social, family, work, recreation) for all children and youth by making problem behavior less effective, efficient, and relevant, and desired behavior more functional.
1. PRIMARY PREVENTION - What is Primary Prevention?
Primary Prevention involves system-wide efforts to prevent new cases of a condition or disorder. For example, giving children vaccinations against common diseases such as measles and chicken pox is done to prevent initial occurrences of these diseases. As a system-wide Primary Preve ...
School districts are in the process of adopting theResponse .docxanhlodge
School districts are in the process of adopting the
Response to Intervention (RTI) approach to identify
and remediate academic and behavioral deficits. As
an integral member of the school behavior team, school
counselors must use data on individual interventions
to contribute to the data-based decision making process
in RTI. This article presents a method and rationale
to use behavioral observations to determine the effica-
cy of focused responsive services. It includes implica-
tions for school counseling practice.
I
n the years since the reauthorization of the
Individuals with Disabilities Education
Improvement Act (IDEA; U.S. Department of
Education, 2004), many school districts have adopt-
ed the Response to Intervention (RTI) approach to
addressing academic and behavioral difficulties as an
alternative to the traditional special education assess-
ment model (Shores, 2009). The passage of IDEA
2004 was noteworthy because it brought about a fun-
damental change in how students may be qualified for
special education services (Buffum, Mattos, & Weber,
2009). Under IDEA 2004, states are no longer
required to pursue the lengthy and controversial
process of identifying a severe discrepancy between
achievement and intellectual ability (Fletcher &
Vaughn, 2009). Instead, educators may use an RTI
process to identify and address learning and behavior
problems as quickly as possible in a child’s education.
Broadly defined, RTI is a school-wide, multi-
tiered approach requiring teachers and support per-
sonnel to implement school-wide, research-based
practices and frequently assess student progress in
two domains, academics and behavior. When a stu-
dent fails to respond to system-wide interventions,
small group or individual interventions are applied
with greater intensity. As members of school inter-
vention and student support teams, school coun-
selors have long contributed to the group of educa-
tors who hear concerns and formulate plans to sup-
port students at risk of school failure. Under IDEA
2004, school counselors, like other team members,
are now required to utilize data to drive this inter-
vention planning process for individual students.
Fortunately, the recent focus on accountability in
the counseling literature has equipped school practi-
tioners with the mindset and skills to collect and ana-
lyze data effectively (Astramovich, Coker, & Hoskins,
2005; Dahir & Stone, 2009; Dimmitt, 2010;
Dimmitt, Carey & Hatch, 2007; Loesch & Ritchie,
2009). In fact, the methods for analyzing school-wide
academic and behavioral indicators and engaging in
data-based decision making have been promoted as a
“new cornerstone of effective school counseling prac-
tice” (Poynton & Carey, 2006, p. 129). However,
fruitful participation in an RTI process at the more
intensive services level will require that school coun-
selors translate these systematic data-based skills to the
individual responsive services level.
The purpose of this article is to intro.
Wellbeing in schools Dr Sue Whatman and colleagues AARE 2017Dr Sue Whatman
This paper was presented in the Sociology of Education SIG at AARE 2017 Canberra. The citation for the paper presentation is:
Whatman, S. Singh, P., Main, K., Low-Choy, S., Rose, J, Thompson, R., & Kearney, J. (2017). Mapping the mutually supportive relationships between teacher and student wellbeing in disadvantaged schools. Paper presented at AARE 2017 Hotel Realm, Canberra. Tuesday, 28th November, 2017.
Applied Behavior Analysis is the process of systematically applying interventions based upon the principles of learning theory to improve socially significant behaviors to a meaningful degree, and to demonstrate that the interventions employed are responsible for the improvement in behavior.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
1. PBIS and You
Information and Resources for the Classroom Teacher on
Positive Behavioral Interventions and Supports
2. Information gathered and presented by
Michael Merritt and Bobby Emberley
July 2014
Online Resources
https://www.pbis.org/
http://www.pbisworld.com/
http://www.wrightslaw.com/ (Special Education Law Website)
http://www.nasponline.org/resources/factsheets/pbs_fs.aspx
http://www.nea.org/assets/docs/PB41positivebehavioralinterventions2012.pdf
3. What is PBIS?
According to the website pbisworld.com “PBIS (positive behavior interventions and
supports) is an architecture for addressing behavior through the prevention-oriented
structuring of research-based interventions and supports in a hierarchical and
progressive manner for the purpose of improved behavioral and academic outcomes.”
Let’s break the first definition down a little bit. First, PBIS is an architecture or
framework for dealing with behaviors. It is not a curriculum or a clearly scripted
formula for dealing with behaviors. It is more of a mindset and way of thinking. Second, it is positive and
prevention-oriented. Whereas previous behavior models were highly authoritarian and discipline-oriented, PBIS focuses
on rewarding correct behavior (positive) and preventing problem behaviors before they even happen
(prevention-oriented). Finally, PBIS is researched-based. It is not simply someone’s opinion of a better way to deal with
problem behaviors. Rather it is based firmly in a scientific understanding of human behavior and the behavioral and
academic results bear this out.
PBIS is founded on the idea that all behavior serves one of two functional purposes: getting
or escaping. For instance, if a student puts his head down on his desk and refuses to do a
math worksheet his behavior serves a purpose. Two potential purposes may be that he wants
to escape the assignment (escape) or that he wants attention (getting). A traditional discipline
approach would punish the student for his poor behavior. PBIS seeks to use the student’s
desire to escape or get as leverage for correct behavior. If a student wants attention, the
teacher may arrange for high doses of appropriate attention in order to prevent the student’s
refusal. If the student wants to escape the assignment the teacher may allow the student to
do so under certain conditions. This is simply one example of how PBIS interacts with student
behavior in a different way. The important thing to remember is that all behavior serves a
functional purpose: either to get or escape.
4. How is PBIS aligned with the law (IDEA)?
Did you know:
Positive behavior support (PBS) and functional behavioral assessment (FBA) are two significant concepts of the 1997
amendments to the Individuals with Disabilities Education Act. http://pbi.sagepub.com/content/2/3/131.short
An important message is that positive behavioral interventions and supports involve the whole school, and successful
implementation emphasizes the identification, adoption, and sustained use of effective policies, systems, data-based
decision making, and practices.
Positive Behavioral Supports has held a unique place in special education law since Congress amended the Individuals
with Disabilities Education Act (IDEA) in 1997. Referred to as Positive Behavioral Interventions and Supports in IDEA,
PBIS is the only approach to addressing behavior that is specifically mentioned in the law. This emphasis on using
functional assessment and positive approaches to encourage good behavior remains in the current version of the law
as amended in 2004. http://www.nea.org/assets/docs/PB41positivebehavioralinterventions2012.pdf
Knowing now that PBIS is part of IDEA, does it apply to IEPs?
If the child's behavior impedes the child's learning or that of others, must the IEP Team develop a plan to
address these problem behaviors?
Yes. If the child's behavior impedes his learning or the learning of others, the IEP team must include strategies,
including positive behavioral interventions, supports, and other strategies to address that behavior. If the child's
behavior that impedes learning is not addressed in the IEP, the IEP Team must review and revise the IEP to ensure that
the child receives appropriate positive behavioral interventions and supports and other strategies. (34 C.F.R. §
300.324(a)(2)(i) and 34 C.F.R. § 300.324(a)(3)(i). (Pat Howey) http://www.wrightslaw.com/howey/iep.special.factors.htm
5. Why would you want to start using it at your school?
Previous behavior models are ineffective. “Exclusion and punishment are the most common responses to conduct disorders in school” (Lane and
Murakami). Yet, they are also “ineffective at producing long-term reduction in problem behavior” (Costenbader and Markson). In contrast PBIS is an
evidence based system that focuses on creating a positive school culture and environment. PBIS can be implemented for just one student, for an
entire classroom, and school wide (SWPBIS).
The following studies give significantly favorable statements regarding various schools’ implementation of PBIS (pbis.org):
1. Horner, R., Sugai, G., Smolkowski, K., Todd, A., Nakasato, J., & Esperanza, J., (in press). A Randomized Control Trial of School-wide Positive
Behavior Support in Elementary Schools. Journal of Positive Behavior Interventions.
This paper documents that typical state agents were successful in implementing SWPBS practices, and that these practices were experimentally
linked to improved perception of school safety, with preliminary support that implementation was associated with improved proportion of students
at 3rd
grade who met the state reading standard.
2. Bradshaw, C., Koth, C., Bevans, K., Ialongo, N., & Leaf, P. (in press). The impact of school-wide positive behavioral interventions and supports
(PBIS) on the organizational health of elementary schools. School Psychology Quarterly.
Bradshaw et al., document that implementation of school-wide PBIS by typical implementation personnel was successful in achieving high fidelity of
adoption, and improved “organizational health” within the schools.
3. Bradshaw, C., Reinke, W., Brown, L., Bevans, K., & Leaf, P. (2008). Implementation of school-wide positive behavioral interventions and supports
(PBIS) in elementary schools: Observations from a randomized trial. Education and Treatment of Children, 31, 1-26.
The authors document a randomized control trial of SWPBIS with observations from school implementers.
4. Bradshaw, C., Mitchell, M., & Leaf, P. (in press). Examining the effects of school-wide positive behavioral interventions and supports on student
outcomes: Results from a randomized controlled effectiveness trial in elementary schools. Journal of Positive Behavior Interventions.
This randomized control trial documents experimentally that implementation of SWPBIS was related to (a) high fidelity of implementation, (b)
reduction in office discipline referrals, (c) reduction in suspensions, and (c) improved fifth grade academic performance.
6. How do you get started?
Here are several key steps to follow that will put you on track for implementing PBIS in your school (Taken from Horner
and Sugai):
· Define and teach positive social and behavioral expectations
· Acknowledge and/or reward positive behavior
· Arrange consistent consequences for problem behavior
· On-going collection and use of data for decision-making
· Continuum of intensive, individual interventions.
· Administrative leadership – Team-based implementation
Let’s focus in on the second key step: acknowledge and/or reward positive behavior. One way to start this is to
implement a token economy in your school. Token economy is “a structured reinforcement system for individuals
and/or classrooms” (Jason Travers). Within this system a school can pick certain behaviors they want to see increased
and reward tokens when those behaviors are observed. Students may then cash in those tokens at a specified location
to earn rewards. This puts the focus on rewarding correct behavior rather than responding in a punishing way for
incorrect behavior.
Want to learn more and see it in action?
Check out this video on YouTube:
What is PBIS?
Ready to try it out?
Be sure to visit PBIS World.com and examine the three tiers of interventions for the behaviors you are trying to
address.
7. What are possible stumbling blocks to be aware of?
There are at least two stumbling blocks to be aware of as schools seek to implement PBIS. The first is the factor of
time. Positive Behavioral Supports and Interventions may take time in order to see results. Don’t be discouraged if
problem behaviors don’t immediately fade into the background. PBIS is not the magic bullet for students who have
more chronic and severe behavioral struggles. PBIS will be more effective long-term than previous disciplinary
measures. However, those looking for a quick fix for students who pose a more acute challenge to teachers and
administrators will be disappointed if they expect PBIS to solve all their problems.
The second thing to be aware of is that while much research in recent years has been devoted to PBIS, it is still a
relatively new concept and is subject to new scientific findings. “Because the roots of PBS are in applied experimental
analysis of behavior, the evidence for PBS, at this time, is primarily derived from single subject designs. This research,
while not in the traditional empirical mode, is nevertheless rigorous, generalizable, and strong in social validity” (Sugai
& Horner, 2002). Also, “Most experts in the field agree that school-wide PBS is in its infancy” (Dunlap, 2006). So the
research and implementation within schools are relatively new. As such, concepts and ideas are subject to ongoing
change.
Want to find out more?
PBIS.org has a wealth of well organized information on Positive Behavioral Interventions and Supports as well as the
use of Functional Behavior Assessments (FBA) and Behavior Support Plans (BSP).