Positive Behavior Supports for the Classroom Part 2 Presented by Karen Gonzales and Tim Ylagan Tim Ylagan

Levels of Intervention

Classroom Cont’d Classroom Cont’d 6. Maximize academic engaged time 7. Vary modes of instruction 8. Effective academic instruction & curriculum 9. Establish an effective hierarchy of consequences for problem behavior 10. System for requesting assistance

6. Maximize Academic Engaged Time  Plan for transitions  Maximize opportunities for student responses  Active Supervision  Pacing  Student feedback  Children with autism or other disabilities

7. Vary modes of instruction  Whole group lecture  Small group  Independent work  Integrating Activities  Peer tutoring

8. Ensure Academic Success: Match Curriculum to Student Skills  Academic failure leads to problem behaviour.  How can we teach with success and still teach the required curriculum?  Monitor and adapt (UDL)  Maintain instructional objective, but adjust the curriculum/instruction  Curricular adaptation (strategies)  Have fun

Universal Design for Learning  Multiple Means of Representation  Multiple Means of Action and Expression  Multiple Means of Engagement

District Support Teachers  Numeracy- Carrollee Norris  Literacy- Shawna Hartman  Technology- Toni Thompson  For more information see Learning Together Website

9. Establish an effective hierarchy of consequences for problem behavior  Do not ignore problem behavior  (unless you are convinced the behavior is maintained by adult attention).  Establish predictable & reasonable consequences  Establish individual consequences AND group consequences

1. Level 1 1. Level 1 Minor Problem Behaviours   Re-state directions   Wait-time   Progressive feedback   Out- choices 2. Level 2- Persistent Behaviours   Alternative setting   Think Paper- parent contact   Office Referral   Restitution/restorative action Level 3 Major Behaviours or Emergency Plans   Assistance from Office   Removal (student, class)   Re-entry

10. System for requesting assistance 1. Pre-Referral Process  parent consultation  classroom data  problem-solving (previous teacher, parents, school admin.)  ruling out medical issues eg- hearing and vision

2. School-Based Team Referral Process  consultation (LA, Counsellor)  student assessments and problem solving  District checklists for Special Ed identification and support

Classroom PBS Self-Assessment