The document discusses implementing a School-wide Positive Behavior Support (SW-PBS) program at Maynard Jackson High School. It outlines a 7 step process to establish clear behavioral expectations and systems of reinforcement, consequences, and data collection. Teachers are asked to work as a team to identify problem behaviors, set expectations, and design plans to promote positive behavior in their Small Learning Community. The goals are to decrease behavioral issues, improve teacher morale and student-teacher relationships through prevention and recognition of good conduct.
A handy short guide for what makes great formative assessment (focussed on Primary / K-12), bringing together insights from the Commission for Assessment without Levels, serving Headteachers, Ofsted, Parents and Pupils.
A handy short guide for what makes great formative assessment (focussed on Primary / K-12), bringing together insights from the Commission for Assessment without Levels, serving Headteachers, Ofsted, Parents and Pupils.
The Experience of Gay and Lesbian Students of Color in CounterspacesCornell Woodson
Due to their multiple marginalized identities, gay and lesbian students of color have a different developmental experience and journey towards self-authorship than their peers in the White mainstream queer and heterosexual communities, as well as among heterosexual people of color. As a result, counterspaces should be equipped to support gay and lesbian students of color in a way that may be quite different than the support for the mainstream communities they typically engage with. This paper examines the literature that exists on this topic and offers suggestions for improving our counterspaces on college and university campuses.
Presented by Emily Summers, LBA, BCBA
Effective coordination amongst service providers allows for generalization of skills, and results in improved outcomes for shared learners. Attendees will learn to use principles of ABA to effectively arrange and execute coordination with school-based professionals. Input from a panel of special educators will be incorporated regarding their experiences coordinating with outside professionals.
BCBAs who attend the entire live event (virtually or in-person) will receive 2 Type-II CEUs. All who register will receive the presentation and handouts.
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Chapter Seven - Standards Alignment
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“It takes less time to do a thing right than to explain why you did it wrong.”
– Henry Wadsworth Longfellow
1
Aligning our standards has to be a daily commitment.
2
Some confuse alignment with pacing.
3
Creating a system that features four groups— skills, assessments, instructional methods, and resources—keeps our work practical.
4
Great results in the area of standards alignment always follow exceptional collaboration.
One of the best parts about my job is that I get to travel all around the country and meet thousands of educators with equally as many opinions about a variety of topics. This has no doubt broadened my perspective as I have learned as much from them as I have been able to offer. Such was the case after visiting a school that needed support in the area of standards alignment.
Not long after I began laying out the steps on how to create an exceptional system for standards alignment, a young teacher sheepishly stood up with her hand raised. You could tell that she was trying to say something to help keep me from embarrassing myself. I’ve had this happen before, only to have someone tell me that my zipper was down or that they couldn’t hear me in the back of the room. This was different, though: “Mr. Lopez, I really appreciate you coming here, and I think I speak for the staff when I say that I don’t want to offend you, but you need to know that we’ve already done this.”
A little confused, I asked, “You’ve already done what?”
“We’ve already done planning around standards alignment. This really isn’t new to us.”
Wanting to dig a little deeper, I asked, “When exactly did you do this?”
She responded, “Oh, we did this like … six years ago.”
Trying to be as respectful of her as she was to me, I said, “Standards alignment is not something that you’ve done; it’s something that you do.”
When the standards movement began, many decades ago, there were many commitments that districts and schools made to jump on board. Unfortunately for some, those commitments were more about how to align standards through protocols and flow charts than they were about practical applications that teachers could put into use in their classrooms. In spite of the plethora of information and tools that we now have that can help us better align our standards, not much has changed for our most struggling schools. For those schools, it appears that educators are expected to know what the standards are, which essentially equates to them having the ability to look online on their state department of education website. Rather than beginning with the standards and shaping their lessons around them, teachers begin with what they want to do and then attempt to squeeze in a standard here or there in order to meet the expectations that their schools or districts have put on them. Sure, they write down the standard being tau.
Chapter Seven - Standards Alignment xIt takes less time to .docxchristinemaritza
Chapter Seven - Standards Alignment
x
“It takes less time to do a thing right than to explain why you did it wrong.”
– Henry Wadsworth Longfellow
1
Aligning our standards has to be a daily commitment.
2
Some confuse alignment with pacing.
3
Creating a system that features four groups— skills, assessments, instructional methods, and resources—keeps our work practical.
4
Great results in the area of standards alignment always follow exceptional collaboration.
One of the best parts about my job is that I get to travel all around the country and meet thousands of educators with equally as many opinions about a variety of topics. This has no doubt broadened my perspective as I have learned as much from them as I have been able to offer. Such was the case after visiting a school that needed support in the area of standards alignment.
Not long after I began laying out the steps on how to create an exceptional system for standards alignment, a young teacher sheepishly stood up with her hand raised. You could tell that she was trying to say something to help keep me from embarrassing myself. I’ve had this happen before, only to have someone tell me that my zipper was down or that they couldn’t hear me in the back of the room. This was different, though: “Mr. Lopez, I really appreciate you coming here, and I think I speak for the staff when I say that I don’t want to offend you, but you need to know that we’ve already done this.”
A little confused, I asked, “You’ve already done what?”
“We’ve already done planning around standards alignment. This really isn’t new to us.”
Wanting to dig a little deeper, I asked, “When exactly did you do this?”
She responded, “Oh, we did this like … six years ago.”
Trying to be as respectful of her as she was to me, I said, “Standards alignment is not something that you’ve done; it’s something that you do.”
When the standards movement began, many decades ago, there were many commitments that districts and schools made to jump on board. Unfortunately for some, those commitments were more about how to align standards through protocols and flow charts than they were about practical applications that teachers could put into use in their classrooms. In spite of the plethora of information and tools that we now have that can help us better align our standards, not much has changed for our most struggling schools. For those schools, it appears that educators are expected to know what the standards are, which essentially equates to them having the ability to look online on their state department of education website. Rather than beginning with the standards and shaping their lessons around them, teachers begin with what they want to do and then attempt to squeeze in a standard here or there in order to meet the expectations that their schools or districts have put on them. Sure, they write down the standard being taught with every lesson on their whiteboard each day, but is that a result of a conscious effort to let the stan ...
3. Agenda What is School-wide Positive Behavior Support (Sw-PBS)? How do we implement it here in our SLCs? What has it done in schools across the country? Getting started
4. Today’s Goals Identify all areas of the SLC Layout expectation for behavior in those areas Identify which areas are the biggest problems Identify the most frequent behavior issues Design temporary plan for dealing with behavior problems in the SLC
5. Today’s Norms Stay focused Be mindful that others will want to share their thoughts Be open-minded Be honest Use “I” statements that reflect your own story
6.
7. What is Sw-PBS? Positive Behavior Support (PBS) is a set of research-based strategies used to increase quality of life and decrease problem behavior by teaching new skills and making changes in a person's environment. http://www.apbs.org Sw-PBS refers to a systems change process for an entire school or district. The underlying theme is teaching behavioral expectations in the same manner as any core curriculum subject. http://pbis.org/school/swpbs_for_beginners.aspx Essentially, it is using the same strategies we were all trained to use. The difference here, in my opinion, is that it involves using data to target areas and students, it involves collaborative efforts across the SLC, and it involves placing systems in place that could prevent behavior problems. Teaching strategies? Classroom management strategies?
8. Tertiary Prevention : Specialized Individualized Systems for Students with High-Risk Behavior Secondary Prevention : Specialized Group Systems for Students with At-Risk Behavior Primary Prevention : School-/Classroom- Wide Systems for All Students, Staff, & Settings School-Wide Positive Behavior Support ~80% of Students ~15% ~5%
9.
10. How Do We Implement it Here? STEP 2 Consistency from class to class and adult to adult is very important for successful implementation of Sw-PBS. Therefore, we all need to agree on our behavioral expectations. Then we create a matrix of what the umbrella behavioral expectations look like, sound like, and feel like in all the areas that our students interact with during the day. This matrix will have approximately three positively stated examples for each area. Here is an example line from one school:
11. How Do We Implement it Here? STEP 3 The next step is deciding how we will explain our expectations to the students. Most importantly, everywhere they go they need to see our expectations. The SLC needs to be covered with things that remind them of what that SLC is all about. SLC Town Hall Meeting SLC Pep Rally Skits done by teachers Our expectations need to be visuals throughout the SLC.
13. How Do We Implement it Here? STEP 4 Streamline the discipline referral process using Infinite Campus. We need to decide what are things that teachers can handle themselves in the classroom and what are things that a student would need to be referred for. Major Cursing at a teacher or student Hitting teacher or student Minor Talking in class Throwing paper
14.
15.
16.
17. How Do We Implement it Here? STEP 7 Now we need to start collecting data and using that data to guide our decision-making throughout the year. Who - 9th, 10th, 11th, 12th What - Cursing, cutting class, lateness, cell phone use, fighting When - Monday, Tuesday, Wednesday, Thursday, Friday, spring time Where - Cafeteria, classroom, parking lot, bathroom
18. PBS in Other Schools Positive school environment Decreased number of behavioral referrals Better relationship with students High morale in teachers and administrators alike Prevention of current behavior problems from becoming worse
19. Getting Started - Group Activity What are the most severe behavior issues your SLC faces. Where are these issues happening most often. (Classroom, hallway, etc.) What systems are you going to implement as a team of teachers to combat it. (What changes need to be made?) What are your behavior expectations? (Be respectful, Be Responsible, etc.) What support do we need from administration to make this work?