Upload
sybil-ball
View
215
Download
0
Tags:
Embed Size (px)
Citation preview
FAULTY ASSUMPTIONS ABOUT DISCIPLINE Students know the right way to behave
and are merely choosing to be defiant or insubordinate.
At risk students have a strong desire to be in school; the threat of exclusion deters misbehavior.
Discipline and punishment are the same thing. Students will not behave unless we “get tough”.
WHAT IS THE FUNCTION OF THE BEHAVIOR FBA (Functional Behavior Assessment)
Frequency IntensityDuration
FUNCTIONAvoid something
Work Environment Interaction Frustration Negative personal feelings
Get something Attention Control Power Relieve feelings of inadequacy
WHY SCHOOL WIDE POSITIVE BEHAVIOR? Poverty Drug Use Diminished Supervision Diminished Respect for Role-bound
Authority Higher Incentives for Negative Behavior Increased Exposure to Violence Limited Value for Education Loss of Relational Security
SCHOOL WIDE DISCIPLINE
Clear Expectations Strategies to teach those expectations
to all students High visibility of all staff, supervising
and watching for expected behaviors Strategies to provide frequent feedback
– both positive and corrective Positive relationships between adults
and students
TIER I Definitions of problem behavior Develop behavior tracking forms Clearly defined behavior expectations Teach appropriate behaviors School-wide reward system Decision making points clearly defined
TIER II Functional behavior assessments
ABC’s of behavior Setting events Antecedents Behavior Consequences Extinction burst- behavior gets worse before it gets
better
Instructional issues and strategies
Behavior support options outlined—next steps
INDIVIDUAL STUDENT SUPPORT: Support for Classroom Disruptions Team-based Planning and Problem
Solving Individual Behavior Plans
School, Home and Community Collaboration
TIER III What is the intensive behavior support
plan? How do I write an individual behavior
plan? How do I know if the plan is working?
WRITING A BEHAVIOR PLANSmart Goals: S—specific, clearly stated, simple (1-3
behaviors) M—measurable based on quantifiable
data A—Attainable and realistic R—Related to student performance and
achievement T—Time bound (6-8 weeks)
DATA??? Baseline: Data before interventions are put
in place
Aimline or goal: How much you want to achieve
Graph the data to determine whether or not progress is being made.
PROGRESS MONITORING
Key features of effective formative evaluation systems Student performance is measured frequently (e.g.,
once/week) and results in quantitative data Progress is monitored toward an observable,
measurable, and ambitious goal Progress is graphed and viewed regularly Data decision rules are used to evaluate the
effectiveness of interventions and determine when modifications to interventions are needed
DATA ANALYSIS Comparison
What are you comparing?What is the standard for comparison?How do you know if you are making
progress?
PROFESSIONAL DEVELOPMENT Needs
What type of professional development do we need?
Who is going to do it?When are we going to do it?Length of time neededFollow-up/Accountability
Options