PDF-Positive Behavior Supports

1Using Class Dojo as a Token Economy Point System to Encourage and MaintainGood BehaviorsEliana GarciaUniversity of St Thomas1stGrade Bilingual Education TeacherPasadena Independent School DistrictDan. (Multi-tiered System and Supports). United Advocates for Children and Families. July 21, 2015. Welcome & Introductions. PCOE PBIS Support: Regional Coaches . Michael Lombardo. Director Interagency Facilitation. See how simple interventions create a climate of peace as well as order!. Tier One. : Many schools in North America have . e. mbraced Positive Behavior Interventions and Supports as a method for teaching, recognizing, and rewarding compliance with rules and procedures on the campus. Imagine creating an environment where “how we treat each other” matters as much as “what we learn” and “how we behave.” By incorporating easy-to-implement procedures at Tier One, schools can accomplish the twin goals of creating an orderly environment AND teaching the next generation of citizens the attitudes, beliefs, and skills of peaceful living! . (Multi-tiered System and Supports). United Advocates for Children and Families. July 21, 2015. Welcome & Introductions. PCOE PBIS Support: Regional Coaches . Michael Lombardo. Director Interagency Facilitation. A Staff Overview. . In Partnership with OSEP. ’. s TA Center . on Positive Behavior Support. Co-Director. ’. s: . Rob Horner, University of Oregon, and . George Sugai, University of Connecticut. What do you think?. Kara Collins, Karen Gobble, Loretta Mabry. 100 office referrals @ 20 min. per referral = 2,000 minutes (33.3 hours, 4.16 school days). # of referrals at the secondary level would increase. ]. with . School-wide Positive . Behavior . Supports . Minnesota Educator Academy. River Centre, Saint Paul, . MN. October 20, 2016. 8:30-9:30. Aaron Benesh – Birchview Elementary, Wayzata. Jacqueline Kuhns – Oak Grove Elementary, Bloomington. Elizabeth Stiles. Why . should I have to teach kids to be good? . Why . can’t I just . expect. . good. . behavior. ? . They already know what they are. supposed . to do. . In the past, school-wide discipline has . School-wide Positive . Support . for Grades K-12. Learning Behavior Expectations. Maintaining a conducive environment for learning. Instructing students in appropriate behavior across physical locations. ]. with . School-wide Positive . Behavior . Supports . Minnesota Educator Academy. River Centre, Saint Paul, . MN. October 20, 2016. 8:30-9:30. Aaron Benesh – Birchview Elementary, Wayzata. Jacqueline Kuhns – Oak Grove Elementary, Bloomington. What . paraprofessionals have asked.. Activity. / Discussion. Where are we now?. Why School Wide Positive Behavior Interventions & Supports?. Decrease . the likelihood . of new problem . behaviors starting.. Rob Horner. University of Oregon www.pbis.org. Goals. Define core features of School-wide PBS. Define . how the RTI framework applies to both academic and behavior supports. Present current descriptive data supporting implementation of academic and behavior supports within an RTI framework.. (Multi-tiered System and Supports). United Advocates for Children and Families. July 21, 2015. Welcome & Introductions. PCOE PBIS Support: Regional Coaches . Michael Lombardo. Director Interagency Facilitation. Coordinator’s Meeting. Building . Local . Capacity to Implement Effective . Practices:. Lessons Learned about building and using . Technical Assistance. Rob . Horner, University of Oregon. OSEP and . Kimberly Yanek, PhD. kyanek@midatlanticpbis.org. Appreciation. . is given to the . following. for their contributions to this Professional Learning:. Getting to Know You…. Learning Intentions. Explore the Science of Behavior as our anchor for developing a class-wide plan of support for student behavior.