Supporting Behavior for School Success

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Presentation transcript:

Supporting Behavior for School Success Presented by Lori Holt and Stephanie Hays

Who we are and why we are here Lori Holt-With the Coop for 30 years Present position at the Instructional Learning Center (previously known as the Day school) Past position as an High school Instructional teacher Stephanie Hays-With the Coop for 18 years -Present positon at the Instrustional Learning Center -Past positon as everything you can ever imagine.  Why we are here.. We went to the behavior symposium in February of last year and attend the seminar “Supporting Behavior for School Success” presented by Kathleen Lynne Lane. This seminar was WONDERFUL!! We wanted to share with all of you the great ideas that we felt were applicable regardless of grade level or abilities. These ideas are easy to use in the classroom and take little or no extra time or investment

Video clips https://www.youtube.com/watch?v=nlrlxAxGyWY (classroom rules) https://www.youtube.com/watch?v=oKWD526INTc (classroom expectations for high school) https://www.youtube.com/watch?v=FH3akqBwYfo (new year) https://www.youtube.com/watch?v=xp2qjshr-r4 (motivational) https://www.youtube.com/watch?v=yhFySd6uJPE (Art classroom-PBS classroom)

Teacher level Strategies 1. Get to know your students

Teacher level strategies Collaborate with your team and specialists

Team members Parents Educational advocate Administration-both buildings Para-professionals Speech and language Adaptive PE Social worker Occupational Therapist Physical Therapist Assistive Technology Bus drivers Bus Paras Outside agencies

Specialist for the Cooperative Reading specialist-Yvonne Michaud Math Specialist- Assistive technology- Autism Specialist-Gail Bauer Functional Specialist- Dawn Gresham, Melissa Woods Behavior specialist-Doug VonEhrenkrook IEP readers-Stephanie Brown, Rose Daffron,

Increasing Opportunity to Respond

OTR checklist 1. identify the lesson content and objective 2. prepare a list of questions, prompts, or cues 3. determine modality content will be delivered 4. determine modality students will respond 5. explain to expectations to students 6. Conduct lesson with 3 OTRs per minute 7. Respond to student answers and evaluate 8. Offer and accept feedback

Behavior Specific Praise

BSP Steps to delivering BSP Evaluate current rates of general and behavior specific praise Identify the behaviors you want to reinforce Practice the delivery of BSP Observe student behavior Provide BSP Monitor BSP delivery Seek student feedback

BSP

Active Supervision Active supervision is the use of “specific and over behaviors” 1. Proximity 2. Reinforcement-can be BSP How to implement Identify activity that would benefit most from active supervision Ensure that routine for the target activity is understood by students Provide cues or prompts As the activity starts scan and monitor Signal awareness of students through proximity, prompts, and non-verbal communication Manage infractions and off task efficiently, privately, predictively, and with positive interactions At the end of activity give positive feedback and allow students to give positive feedback

Active Supervision

Instructional Feedback - Teaching strategy for providing specific information to students about their performance with the purpose of clarifying misinformation, confirming and fine-tuning understandings, or restructuring current schemas. (Butler & Winne, 1995) Instructional feedback should be used when students have a base of understanding of the new learning and are working toward proficiency and fluency.

Implementing Instructional Feedback Checklist for Success (High school level) Step 1: Identify learning goals Step 2: Provide instruction to meet established goals Step 3: Provide clear directions and checks for understanding Step 4: Plan opportunities for practice and feedback Step 5: Implement active supervision and provide instructional feedback Step 6: Provide time and direction for students to review work or have additional opportunities to practice Step 7: Evaluate instructional practices Step 8 Offer students an opportunity to give feedback on how instructional feedback is being offered.

High probability request sequence A high probability request- is a request to which a student will complete willingly under most conditions. A low-probability request- is one that often results in a challenging or inappropriate behavior. The "high-probability request sequence" involves both kinds of requests.[1] When using this strategy the teacher first chooses a target behavior that is not usually performed when requested. Then he or she quickly asks the learner to do several tasks that he or she normally does willingly (the high-probability requests), followed immediately by an instruction that's more difficult or less popular (the "low-probability request"). The learner is praised or rewarded after complying with each request. The effectiveness of this approach in leading the learner to associate the target behavior with the high probability behaviors, and thus perform it more readily when asked.

HPRS https://youtu.be/h_UTLD1_P9o

Instructional Choice

Instructional Choice Instructional Choice allows you to: 1. Assess student preferences 2. Increase student opportunity to make choices 3. Use choices as an intervention 4. Gives students more of an ownership into their own learning

Instructional Choice

Instructional Choice example

Review *Teacher level Strategies -Get to know your students -Team collaboration *Increase Opportunity to respond -Choral responding/response card *Behavior Specific Praise -Praise statements that include reference to the specific behavior ( SAY: Ava, that you for lining up quietly for lunch. NOT: stand in a straight line.)

Review cont. *Active Supervision – - the use of “specific and over behaviors” – SMILE – Scan, Move, Interact, Learn and Encourage *Instructional Feedback – - focus on the better understanding of the relationship between instruction and student learning. *High Probability Request Sequence -

Review cont. Precorrection - -Anticipating activities, areas of classroom/school, or times of the day that are likely for problem behaviors, and addressing with preventative strategies