1. This product was developed by Florida’s Positive Behavior Support Project through University of South Florida, Louis de la Parte Florida Mental Health Institute funded by the State of Florida, Department of Education, Bureau of Exceptional Education and Student Services, through federal assistance under the Individuals with Disabilities Education Act (IDEA), Part B. Next Steps: Classroom Training Don Kincaid Stephanie Martinez

2. Mission for Classroom Training Build the capacity of districts & schools to support classroom teachers Core modules to align classrooms with School-wide PBS Extend the application of Positive Behavior Support in classrooms Flexible & individualized training to each district & school Provide technical assistance follow-up after the training Have schools committed to changing classroom practices

3. Steps to Request Classroom Training 1.The team (including the coach) will complete the Next Step Decision Module (on-line). 2.The coach will contact the district coordinator to request classroom PBS. The coach will submit a copy of the Next Step Decision Module to the district coordinator. 3.The district coordinator will identify all schools ready for the training within one month of each other 4.The district coordinator will contact his/her PBS representative.

4. Training Requirements Must have a minimum 3 hour time slot for training Must have District Coordinator present Initial Classroom Assessment must be completed by all Classroom Teachers who will participate in training Must have developed goals and outcomes Must identify relevant outcome data to collect and analyze, & update FLPBS project on this data Co-train with PBS project on future classroom trainings

5. Who Should Be On the Team? District Coordinator Coach (es) of School (s) going through training Identify team make up – SW-PBS team ? – Classroom Teachers ? – Classroom Aides ? – Curriculum Resource Teacher/Person Responsible for Staff Development ? – Person Responsible for Mentor Teacher Program ?

6. Topics of Classroom Training Vision and Assessment of the Classroom Expectations and Rules Reward Systems Strategies for Dealing with Problem Behavior Core Modules: To ensure that classroom practices are consistent with the school-wide procedures

7. Core Modules Reviewing the Initial Classroom Assessment Tool completed prior to training Additional tools that can be used to collect data on your classroom: – Behavior – Curriculum & Instruction – Ecology Vision and Assessment of the Classroom

8. Core Modules Developing rules to align with the school wide expectations Developing a reward system for the classroom that works w/the school wide program – Individual – Small Group – Whole Group Expectations and Rules Reward Systems

9. Core Modules Why traditional and aversive technique don’t work Guidelines for Handling Problem Behavior Reasonable & Logical Strategies Procedure to Follow when a Problem Behavior Occurs Strategies for Dealing with Problem Behavior

10. Topics of Classroom Training Establishing a Foundation Collaboration and Teaming Self-Management Basic Principles of Behavior (Short and Expanded Version) Level Systems Extended Modules: To extend application of PBS into classrooms

11. Topics of Classroom Training Teaching a Behavioral Curriculum Process for Individualized Adaptations Curricular Adaptations Instructional Adaptations Ecological Adaptations Monitoring and Evaluation Extended Modules

12. Overview of Positive Behavior Support Why should we collaborate? How should we collaborate? Roles and Responsibilities of Team Members Establishing a Foundation Collaboration and Teaming

13. Extended Modules Steps for teaching individual students to self-manage Adapting steps for whole class self-management ABC’s of Behavior Functions of Behavior Self-Management Basic Principles of Behavior (Short & Expanded Versions)

14. Extended Modules What is a Level System? Advantages & Disadvantages Why should you teach behavior? Developing lesson plans for teaching expectations & rules Developing a timeline for teaching expectations & rules Level Systems Teaching a Behavioral Curriculum

15. Extended Modules Why & When to Address Curriculum & Instruction Steps for Making Individualized Adaptations Case Studies Adaptations vs. Accommodations vs. Modifications 3 Types of Adaptations to Curriculum: Difficulty, Preference/Interest, Meaningfulness Process for Individualized Adaptations Curricular Adaptations

16. Extended Modules 2 Types of Instructional Adaptations: Instructional Presentation, Student Responses or Output 3 Types of Adaptations to Ecological Curriculum: Where, When, Who Instructional Adaptations Ecological Adaptations

17. Extended Modules Monitoring and Evaluation Developing outcomes desired & documentation Revisiting the Initial classroom Assessment Tool

18. Possible Outcomes Increased effectiveness of School-wide PBS system Increased effectiveness of targeted teachers Increased effectiveness of school PBS team Proactive support for new and struggling teachers District capacity to implement PBS expanded beyond school-wide PBS level