The document provides information about Positive Behavior Supports (PBS) and Multi-Tiered Systems of Support (MTSS) for behavior. It discusses implementing universal supports for all students (Tier 1) through establishing clear expectations, routines, and procedures. For students who need additional support (Tiers 2 and 3), it describes using more intensive, individualized interventions like behavior plans, social skills training, and functional communication training. The goal is to have 80-90% of students respond to universal supports through a continuum of preventative strategies and collaborative problem-solving.
behavior management,in the current era, is not confined to students only but has become a necessity for every individual. teachers should also evaluate themselves whether they are able to manage their own behavior.
behavior management,in the current era, is not confined to students only but has become a necessity for every individual. teachers should also evaluate themselves whether they are able to manage their own behavior.
Introduction To Dealing With Difficult, Defiant And Unmotivated Students Adamsbarbarafadams
As it turns out,, about 85% of the classroom disciplinary issues appear to be caused by >15% of the students. How we deal with this 15% while not disheartening and discouraging the majority of students is the key to creating a working environment for students and teachers, alike.
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.
Observation Power Point Presentation 9 10 2010lggvslideshare
Example of Professional Development Workshop designed to expand upon teacher expertise, enrich the learning environment, and better understand the whole child.
Introduction To Dealing With Difficult, Defiant And Unmotivated Students Adamsbarbarafadams
As it turns out,, about 85% of the classroom disciplinary issues appear to be caused by >15% of the students. How we deal with this 15% while not disheartening and discouraging the majority of students is the key to creating a working environment for students and teachers, alike.
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.
Observation Power Point Presentation 9 10 2010lggvslideshare
Example of Professional Development Workshop designed to expand upon teacher expertise, enrich the learning environment, and better understand the whole child.
this presentation consist the four stages of teaching or you can also called the elements of teaching process. which contain Planning, Implementation, Evaluation, Reflection.
Steve Vitto Targeted Interventions Overview 2009Steve Vitto
The following presentation by Steve Vitto is a brief overview of targeted behavior intervention strategies presented in December 2009 for MIBLSI participating schools in Michigan.
Steve can be reached at svitto@muskegonisd.org
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
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.
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.
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!
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
4. Level 1: I know nothing about PBS or BRtI. Level 2: I’ve heard
about both PBS and B RtI, and have some knowledge on one or the
other, however it is very limited. Level 3: I am familiar to both PBS
and B RtI and can state the basic concepts of each. Level 4: I have
a strong understanding of both PBS and B RtI and have the
knowledge necessary to implement them in my classroom.
5. Research has proven…
• Students thrive with teachers who
– Maintain and communicate high expectations for
student success
– Build positive relationships with students
– Teach students how to behave successfully
– Create consistent, predictable classroom routines
– Provide consistent monitoring and supervision
– Provide frequent positive feedback
– Correct misbehavior in a calm, consistent, logical
manner
6. Sy
st
So ema
lvi
ng tic P
Pr ro
oc ble
es
se m
s
se
pon ion/
Res uct
r
Inst ention
To
rv
Inte
Multi-Tiered
System
of Support for
Behavior and
Academics
Adapted from: http://floridarti.usf.edu
9. Interventions in Perspective
Early Stage
Highly Structured
• cheapest/easiest to
• utlizes more resources
•
•
•
•
apply
teacher as front line
problem solver
every teacher should
know how to implement
these basic interventions
utilizes data collection
•
•
(human, time, etc..)
collaborative approach to
problem solving
campus-wide expertise is
utilized to implement HS
interventions
more frequent/
intensive monitoringdata collection
10. A CONTINUUM OF SUPPORT…
Universal/ Tier I
All Staff/Students/Settings
(School-wide & Class-wide
Pre-Intervention)
Tier I/Tier II
Early Stage Interventions
(Individual Student)
Universal Understanding of
Instructional Discipline
Planned Discussion
Mission Statement
Academic Assistance
Guidelines for Success
Established & Taught
Goal Setting
Staff Beliefs
Data Collection/Debriefing
School-wide Encouragement
Procedures
Increasing Positive Interactions
Classroom Management Plan
STOIC Intervention & Analysis
Rules & Expectations
Effective Routines/Procedures
Highly Structured
Tier II and III
(Individual Student)
11. Pre-Intervention
Universal/ Tier I
Early Intervention
Universal/Tier I
Highly Structured
Tier II and III
Mission Statement
Planned Discussion
Managing Physically Dangerous
Behavior
Guidelines for Success
Established & Taught
Academic Assistance
Managing Severely
Disruptive Behavior
Staff Beliefs
Goal Setting
Managing the Cycle of Misbehavior
STOIC
Data Collection/Debriefing
Cueing and Pre-correcting
Increasing Positive
Interactions
Self-Monitoring and
Self-Evaluation
STOIC Intervention &
Analysis
Positive Self-Talk & Attribution Training
Teaching Replacement Behaviors
Some Reminders Regarding
Highly Structured interventions
• Non-negotiable:
Data Collection & Analysis—a MUST!
• Build capacity for expertise through
shared responsibility
Functional Communication
Structured Reinforcement
Systems
Defining Limits & Establishing
Consequences
Relaxation & stress management
Internalizing Problems
(depression/anxiety)
12. Levels of Problem Solving
More Intensive
Less Intensive
Teacher
as
front-line
problem-solver
in the
learning
environment
Teacher
and
colleague
partner
to
problem-solve
solutions
Teacher
and
other
school-based
personnel
convene &
engage
in an informal
collaborative
approach to
problem-solving
Teacher
& personnel
within and
outside of
school convene
in a highly
structured,
formal
setting to
collaboratively
problem-solve
14. TIER I: THE CLASSROOM
Early Stage Interventions TEACHER
Implement Intervention A:
Planned Discussion p71
Is it
Effective?
Y
N
Continue
monitoring
progress
and fade
support as
indicated
Implement Intervention B:
Academic Assistance, p.93
AND/OR Intervention C: Goal Setting, p.185
Implement Intervention D:
Data
Collection/Debriefing,
p.223
AND/OR Intervention E:
Increasing Positive
Interactions
N
Is it
Effective?
Y
Continue
monitoring
progress and
fade support
as indicated
15. “If a child doesn’t know how to read, we teach.”
“If a child doesn’t know how to swim, we teach.”
“If a child doesn’t know how to multiply, we
teach.”
“If a child doesn’t know how to drive, we teach.”
“If a child doesn’t know how to behave, we…
…teach?
…punish?”
“Why can’t we finish the last sentence as
automatically as we do the others?”
Herner, 1998
16. My School’s
Expectations…
1. Be Safe
2. Be Responsible
3. Be Respectful
Once you have developed school-wide
expectations, it is not enough to just post
the words on the walls of the classroom…
YOU MUST TEACH
THEM!
17. Successful teachers
are very clear with
students about
exactly how they
expect them to
behave
during the school
day.
18. Behavioral Errors
More often occur because:
Students do not have appropriate skills“Skill Deficits”
Students do not know when to use
skills
Students have not been taught specific
classroom procedures and routines
Skills are not taught in context
19. Why Develop a System for Teaching
Behavior?
•Behaviors are prerequisites for academics
•Procedures and routines create structure
•Repetition is key to learning new skills:
•For a child to learn something new, it
needs to be repeated on average of 8
times
•For a child to unlearn an old behavior
and replace with a new behavior, the
new behavior must be repeated on
average 28 times (Harry Wong)
20. Why Develop a System for
Teaching Behavior?
•We can no longer assume:
•Students know the
expectations/rules and appropriate
ways to behave
•Students will learn appropriate
behaviors quickly and effectively
without consistent practice and
modeling
21. Replacement Behavior Chart
Problem
Goal
Replacement
Behavior
swearing/using foul use of appropriate silence; "Oh snap",
language
words
"Shut the front
door", "wow", etc..
touching/pushing
keeping hands to
self
keep hands in
pockets, keep hands
on desk/table
tearing-up/ripping
work
complete
assignments
ask for help,
request a break
22. Why Develop a System for
Teaching Behavior?
•We must assume:
•Students will require different
curricula, instructional modalities,
etc… to learn appropriate behavior
•We need to teach expectations/rules
and appropriate behaviors as
effectively as we teach academic skills
23. ESTABLISH ROUTINES,
PROCEDURES & EXPECTATIONS
What are my guidelines for success?
What are my expectations for all learning activities?
transitions?
C=Conversation
H= Help
A= Activity
M= Movement
P= Participation
Success!
24. How Do We Teach Behavior?
•Introductory Events
Teaching school to expectations and rules
•On-going Direct Instruction
Specially designed lessons, character education
•Embedding in Other Curriculum
•Booster Trainings
•Keeping it Out There
Visual Displays – posters, agenda covers
Daily announcements
25. Introductory Events
•All faculty and students participate
•Decide on method that will be most
effective for your school
•Consider Importance/Impact Activity/event should be a high
priority… not given a few minutes in
some other activity
26. .
Creative Ideas:
“Putting it into
Practice”
•Provide students with a script that includes actions and
words expected
•Rotate students through different settings-Teach the
behaviors in the setting where the behaviors are
expected to occur
•Have classes compete to come up with unique ideas
(student projects, bulletin boards, skits, songs, etc…)
•Recognize staff for creative activities
•Video students role-playing to teach expectations and
rules and show during morning show
27. Specially Designed Lessons
•Provide initial lesson plans and/or
lesson plan format for teachers to begin
teaching behavior
•Build on what you have (I.e. character
ed.)
•Develop a system for expanding
behavior lesson plan ideas throughout
the year
•Determine the minimum requirements
for teaching behavior (i.e. how often)
28. Lesson Plans: Two Levels
.
Level 1: Concept Development
(Expectations)
Broad expectations
Applicable to all settings
Level 2: Skills (Rules)
Observable behaviors
Rules for specific settings
29. .
Guidelines for Teaching
Expectations: Concept Level
Teach As You Teach Core Academics:
•
Define in terms that students will
understand
•
List critical attributes
•
Provide examples and non-examples
•
Enhance concept development
•
Check for understanding
•
Extend concept development
•
Acknowledge efforts
•
Re-teach and restructure teaching
30. Guidelines for Teaching Rules:
Skill Level
•
•
•
•
•
Identify problem settings
Review school-wide expectations
Describe the specific, observable
skill(s)
for a targeted
location and provide examples and
non-examples
Engage students in an activity that
will allow them to practice the
desired behavior
Reward appropriate behavior
31. Expectations and Rules:
Mr. Michael’s Class
.
Expectations
Rules
Be Respectful of Self and Others Use a positive voice and
language
Raise your hand to share your
ideas
Follow Directions of all School
Staff
Complete all assigned tasks
Stay Safe
Stay in assigned area
Keep hands and feet to yourself
32. Strategies for Success
•Describe specific, observable behaviors
for each expectation
•Plan for modeling the desired behaviors
•Provide students with written and graphic
cues in the setting where the behaviors
are expected
•Acknowledge efforts
•Plan to re-teach and restructure teaching
•Allow students to participate in the
development process
•Use “teachable” moments that arise in
core subject areas and in non-academic
times
33. .
Why Embed Expectations
into Curriculum?
•Behavior curriculum does not have to
be separate
•Helps to eliminate time crunches
•Provides a rationale for student- helps
students to see how the expectations
fit into everyday life
•Meets best practices approach
-Hands on activities
-Meets all learning styles (oral, visual,
kinesthetic)
-Higher order learning activates
(synthesize, analyze, etc.)
34. Embedding Expectations into
Current Daily Curriculum
•Language Arts and Reading
•Use a book that has an
expectation as a theme
•Discuss characters in a story and
how they did not show respect, then
have the students write the story
with the character showing respect
•Have the students develop their
own expectations and/or rules and
then have them write a persuasive
essay or debate why theirs should be
used instead of the school’s
RTI to MTSS (Multi Tier System of Support)
Can be used for behavior or academics
4 minutes
The work you are doing in this Academy is critical to the development of a solid foundation of positive behavioral support for ALL students. Let this visual continually remind you of what you are building as a team, and as a staff. The investment and commitment you have made to purposefully create a safe & positive learning environment will provide the necessary support for students to be successful. When you have a strong foundation in place, it enables you to provide the necessary resources & more intensive support that some students may require…
FUNNEL: we can’t problem solve every student one at a time but we can provide support to the 80-90% and then funnel resources down as necessary.
Share FDLRS offerings. Make 1-pager Behavior flyers available upon request
**Continue Reflection on blue form " Reflections on building a continuum of positive behavior support in your school(s)"
Each participant takes a piece of paper or uses the back of a handout to create a " T - chart " labeling the column "Early Stage".. Participants will list everything that they know about Early Stage.
what is it?
who implements it?
characteristics?
when do you use?
Participants will compare with a shoulder partner for 60 seconds.
Participants will be the same process for "Highly Structured"
Be sure the above levels of interventions are consistent with your district’s processes and vocabulary.
Some reminders about Highly Structured interventions:
Data collection is non-negotiable. Data collection is essential in analyzing the function of a behavior and developing and monitoring a behavioral intervention plan. Remember, a team will make a hypothesis as to the function of a behavior and develop a plan based upon that hypothesis. Data collection is necessary to monitor a student's progress towards the desired goal. The data will determine if the intervention is working or if the team needs to make adjustments to the plan. An intervention should be implemented with fidelity approximately 2-3 weeks to determine effectiveness. Change cannot and will not occur in a day.
Build capacity for expertise. To ensure the fidelity of implementation and a greater level of success for Highly Structured interventions it is essential to utilize a team approach; sharing responsibility among multiple members of the team. There is no one "superhero" on a campus that can support all of the students who are "high risk" requiring supports at Tier 2 and 3. No behavior specialist, administrative dean, guidance counselor, administrator, or teacher can do it alone. Observations, data collection, creating a plan, implementing the plan, monitoring the plan, adjusting the plan.... all of this takes a team approach.
Be sure the above levels of interventions are consistent with your district’s processes and vocabulary.
Teachers must let students know what is expected.
Student’s perspective is “I don’t know what your expectations are. Please teach me so I understand and can mimic so I feel safe and part of the group.”
You may be the first person to ask me to do that or expect me to do that. (Consider the child’s home life and culture)
Replacement behaviors = Incompatible behaviors (positive opposites)
The whole concept that you can teach a positive opposite that serves the same function or fulfills the same need
(remember function of behavior discussed earlier with Donna....attention, access/obtain, escape/avoid, and sensory)
One strategy for Teaching classroom expectations is the acronym "CHAMPS" created by Dr. Randy Sprick....
Make Marzano Connection to establishing routines
This information is provided to help staff understand that there are 2 instructional components embedded into many of the lessons on school-wide expectations: Concepts (respect, preparedness, safety) and social skills. Concept development is illustrated in the video in the segment that includes defining expectations through examples and non-examples. Skill components require staff to task analyze a sequence of observable behaviors related to the concept.
I find that many educators skip the concept development component to the detriment of the learning process.
Example: To be prepared means that you are ready on time and have the materials and/or information you need in order to participate.
Critical attributes include (a) being on time, (b) having materials and/or information
Examples: being dressed out and on your spot when the whistle blows to signal the start if p.e. / having the math textbook, paper and a sharpened pencil and being in your assigned desk when the bell rings for math class
Non-examples: being dressed out and sitting in the locker room when the whistle blows to signal the start of p.e. / having your spelling book, paper, and a broken pencil and being seated in your desk when the bell rings for math class to start