PBIS.org Home Page

PBISWorld.com Tier 2 Positive Behavior Intervention And Support of Behavior Intervention Plan (BIP) Why should I do it: Provides more intensive intervention and monitoringIncreases support around studentProvides an individualized plan for successAddresses specific issues in a specific mannerInvolves teachers, support staff, the student, and parents activelyHelps teachers to address behaviors and issues consistently across subjects, rooms, sessions, etc When should I do it: How do I do it: Resources & Support for technique: (Items with footnotes link to external websites) Footnotes: Wayne County Regional Educational Service Agency.

Reaching & Teaching Struggling Learners Home of Choice Theory - William Glasser Institute Behavior Intervention Plan — Exceptional Children A behavioral intervention plan (BIP) is designed for a specific child to try to help that child learn to change her or his behavior. Once the function of a student's behavior has been determined, the Individual Education Program (IEP) Team should develop the behavior intervention plan A behavioral intervention plan can be thought of as a plan to support the student in order to help him or her change behavior. As the IEP team is developing the BIP, they should keep in mind some key characteristics of individual positive behavioral support interventions. Comprehensive behavioral intervention plans have antecedent and setting event modifications, the teaching of alternative skills, consequence strategies, and lifestyle interventions. When the IEP team is ready to create a behavior intervention plan, they should start by brainstorming possible interventions and then clarifying the items on the brainstorm list. There are three types of alternative skill instruction.

Early Warning Systems One in every four public school students in the United States fails to graduate from high school. Many students who do graduate and go on to college struggle to receive a degree. Less than 25 percent of students from low-income families graduate from college within six years. Early warning systems can be powerful tools that provide information to change educators’ practices and help students get back on track. Research AIR researchers explore the indicators that signal students’ eventual readiness for college and career. Indicators of College Success AIR researchers are undertaking analyses that will shape the field’s understanding of the policies and practices most likely to increase the number of students who graduate from high school ready for college. Regional Educational Laboratory Midwest Design AIR’s design team knows the demands faced by state, district, and school staff. Massachusetts Early Warning Indicator System National High School Center Implementation and Ongoing Support

untitled Assertive Discipline: More Than Names on the Board and Marbles in a Jar Mr. Canter explains the background of the program and addresses some of the issues that are frequently raised about Assertive Discipline. (Lee Canter is president of Lee Canter & Associates, Santa Monica, Calif. He is the author of many books on behavior management and is the developer of the Assertive Disc0fine program) ABOUT A YEAR ago I was on an airline flight, seated next to a university professor. The university professor's response disturbed me. I developed the program about 14 years ago, when I first became aware that teachers were not trained to deal with student behavior. When I discovered this lack of training, I began to study how effective teachers dealt with student behavior. It troubles me to find my work interpreted as suggesting that teachers need only provide negative consequences ‑ check marks or demerits ‑when students misbehave. Most important, without a plan teachers tend to be inconsistent. 1.

Graduation Town Classroom Management Definition Classroom management refers to the wide variety of skills and techniques that teachers use to keep students organized, orderly, focused, attentive, on task, and academically productive during a class. When classroom-management strategies are executed effectively, teachers minimize the behaviors that impede learning for both individual students and groups of students, while maximizing the behaviors that facilitate or enhance learning. Generally speaking, effective teachers tend to display strong classroom-management skills, while the hallmark of the inexperienced or less effective teacher is a disorderly classroom filled with students who are not working or paying attention. While a limited or more traditional interpretation of effective classroom management may focus largely on “compliance”—rules and strategies that teachers may use to make sure students are sitting in their seats, following directions, listening attentively, etc. Reform Debate