PPT-Positive Behavior Instructional Supports

Schoolwide Positive Support for Grades K12 Learning Behavior Expectations Maintaining a conducive environment for learning Instructing students in appropriate behavior across physical locations. (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! . for Mathematics. Systems of Professional Learning. Module 1 Grades 6–12: . Focus on Practice Standards. Understanding the Standards for Mathematical Practice: Developing Mathematical Expertise. Section 3. (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. 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 . Module 5: Steps in the Problem- Solving Process-. Developing a Precision Problem Behavior Statement and Exploring Possible Solutions. 2. Objectives. Develop a Precision Problem Behavior Statement. Identify possible solutions. 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. 1Using Class Dojo as a Token Economy Point System to Encourage and MaintainGood BehaviorsEliana GarciaUniversity of St Thomas1stGrade Bilingual Education TeacherPasadena Independent School DistrictDan Lessons Learned and “How . Tos. ”. Presented at the 2016 . Behavior Conference: Meeting the Challenge. Brookings, SD, and Redwood Falls, . MN. February 22-23, 2016. Presented by. Pamela . G. Osnes, Ph.D., BCBA-D.