- Affective Statements ā¶
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- Boosting Motivation and Engagement ā¶
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Boosting Motivation and Engagement
- Building Developmental Relationships during the COVID ā¶
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Building Developmental Relationships during the COVID
- Character Traits ā Values ā¶
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- Classroom Motivation Flipbook ā¶
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The Classroom Motivation Systems booklet is designed to support the development and implementation of classroom systems to motivate students, encourage positive behavior, and increase academic engagement
- Community Building Ā ā¶
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Weekly Virtual Community Building Activities
Building Positive Relationships using 4:1
7 Process Praise Examples to Foster Learner Resilience
Restorative Fitness Movement Activities
- Creating Virtual Classroom Expectations Ā Ā ā¶
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Creating Virtual Classroom Expectations
- Defining & Teaching Expected Behavior Ā Ā ā¶
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Students and staff need to know what behaviors are acceptable and expected in all different contexts throughout the school. In order to support students’ academic and social success, specific school wide and classroom expected behaviors must be clearly posted and explicitly taught, and retaught. Differentiate instruction of expected behavior through a variety of resources and regularly practice with students to ensure generalization across settings.
The links below provide resources for Defining and Teaching Expected Behaviors:
- Mindful Breathing ā¶
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Belly Breathing Using Our Five Senses
- Check In/Check Out ā¶ ā·
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- Playground Handbook & Rules ā¶ ā·
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The playground handbook includes strategies that can be used to support school-wide and individual student support systems at Tier I and Tier II. The information in the handbook contains practical information to increase student participation in organized games as well as positively increase both student to student and adult to student interactions. The handbook contains rules for commonly played playground games. This handbook can be a tool for the school team to consider as steps are taken to make the playground a positive place for students to play, socialize and learn.For more visit Special Education page
- Student Surveys ā¶ ā·
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10 Things I Want You to Know About Me
In developing either class-wide/individual motivational systems, consider using a Student Preference Assessment to determine what may serve as possible reinforcers for appropriate student behavior.
The links below provide resources for Preference Assessments:
- Supporting & Responding to Behavior ā¶ ā·
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The purpose of the Supporting & Responding to Behavior is to summarize evidence-based, positive, proactive, and responsive classroom behavior intervention and support strategies for teachers. These strategies should be used classroom-wide, intensified to support small group instruction, or amplified further for individual students. These tools can help teachers capitalize on instructional time and decrease disruptions. - Using Correction Procedures ā¶ ā·
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Provide corrective, actionable feedback to teach the appropriate behavior. A correction procedure should be:
- Specific, using language from your classroom and/or school-wide behavior matrix
- Private, when possible
- Delivered in a respectful manner, keeping in mind tone, volume and cadence.
When inappropriate behavior occurs, remind student of the expected behavior and model that behavior. Provide many opportunities to practice the new skill.
Building Positive Relationships Using 4:1
- Behavior Contracts ā·
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The links below provide resources for Behavior Contracts:- Creating Behavior Contracts
- Sample Behavior Contract
- The 5 W's of Behavior
- Behavior Contract Video
- Sample Behavior Contract
- Daily Behavior Report Cards ā·
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The links below provide resources for Daily Report Cards:
- Countdown behavior chart
- Daily behavior Report Template
- FreePrintableBehaviorCharts.com
- Info on Daily Report Card
- Token Board ā·
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To reinforce socially appropriate behaviors.
- Visual Schedules ā·
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- Multi-Tiered Tips & Strategies Flipbook ā¶ ā· āø
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Multi-Tiered Tips & Strategies begins with Universal, Tier One supports. The booklet continues with strategies that can be used to support school-wide, classroom and individual student support systems at Tier II and Tier III. The information in the booklet contains ideas and strategies to motivate and reinforce positive behavior in our students.
- Restorative Questions Think Slips ā¶ ā· āø
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Restorative Questions Think Slip (pictorial version)
Restorative Questions Think Slip (Spanish pictorial version)
Restorative Questions Think Slip (checklist version)
Restorative Questions Think Slip (Spanish checklist version)
Restorative Questions Think Slip (editable/private Google Form version)
Restorative Questions Think Slip (Spanish editable/private Google Form version)
Restorative Questions Think Slip (editable/private paper version)
Restorative Questions Think Slip (Spanish editable/private paper version)
- What is a Restorative Questions Think Slip? - Overviews ā¶ ā· āø
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Overview What is a Restorative Questions Think Slip (pictorial version)
Overview What is a Restorative Questions Think Slip (checklist version)
Overview What is a Restorative Questions Think Slip (editable/private Google Form version)
Overview What is a Restorative Questions Think Slip (editable/private paper version)
- What is a Restorative Questions Think Slip? - Video
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- Self-Management ā¶ ā·
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The links below provide resources for Self-Management:
- Social Skills ā¶ ā·
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- Social Skills Lessons
- Problem Solving Skills
- Asset Building Activities
The links below provide resources for Social Skills:
- Responding to Minor Disruptions in the Virtual Classroom ā¶ ā·
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Responding to Minor Disruptions in the Virtual Classroom
- Supporting & Responding to Behavior ā¶ ā·
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The purpose of the Supporting & Responding to Behavior is to summarize evidence-based, positive, proactive, and responsive classroom behavior intervention and support strategies for teachers. These strategies should be used classroom-wide, intensified to support small group instruction, or amplified further for individual students. These tools can help teachers capitalize on instructional time and decrease disruptions. - Using Correction Procedures ā¶ ā·
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Provide corrective, actionable feedback to teach the appropriate behavior. A correction procedure should be:
- Specific, using language from your classroom and/or school-wide behavior matrix
- Private, when possible
- Delivered in a respectful manner, keeping in mind tone, volume and cadence.
When inappropriate behavior occurs, remind student of the expected behavior and model that behavior. Provide many opportunities to practice the new skill.
- Alternatives to Suspension ā·
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Top Ten Alternatives to Suspension
Adapted from the work of: Reece Peterson, University of Nebraska
Lincoln & Russell Skiba, Indiana University
1. Coordinated Behavior Plans for Any Student - Creation of a structured, coordinated behavior plan specific to the student and based on the assessment of the quantity and purpose of the target behavior to be reduced; should focus on increasing desirable behavior and replacing inappropriate behavior.
2. Alternative Programming - Changes in the student’s schedule, classes or course content; assignment to an alternative school or program; independent study or work experience program. Should be tailored to the student’s needs.
3. Behavior Monitoring - Strategies to monitor behavior and academic progress might include cards checked after each class regarding behavior, self charting of behaviors, strategies to provide feedback to the student, etc.
4. Appropriate In-School Alternatives - In-school alternative in which academic tutoring, instruction related to the student’s behavior such as social skills, and a clearly defined procedure to return to class as soon as the student is ready is provided.
5. Community Service - Required amount of time in community service in school system or in the community.
6. Counseling - Students required to participate in counseling.
7. Problem Solving and Collaboration with Parents/Caregivers
8. Mini-Courses - Short courses or modules on topics related to their behavior as a disciplinary consequence.
9. Restitution - Financial or “in kind.” Permits the student to restore or improve the school environment.
10. Problem Solving/Contracting - Use negotiation/problem solving approaches to assist student to identify alternatives. Develop a contract which includes reinforcers for success, & consequences for continuing problems. - Behavior Contracts ā·
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The links below provide resources for Behavior Contracts: - Daily Behavior Report Cards ā·
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The links below provide resources for Daily Report Cards:
- Countdown behavior chart
- Daily behavior Report Template
- FreePrintableBehaviorCharts.com
- Info on Daily Report Card
- Interim Behavior Response Plan (IBRP) āø
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The Interim Behavior Response Plan (IBRP) supports school teams in the development and implementation of an immediate and interim plan for preventing and responding to behaviors.
The cycle of acting out behavior follows a distinct sequence. Each stage of the IBRP addresses the student’s behavior as well as staff responses (suggested strategies) that should be used to support the student in remaining or returning to calm.
Adult Self-Awareness Fillable Form
Student Glows & Grows Fillable Form
Interim Behavior Response Plan (IBRP) Fillable Template
- Restorative Practices
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Provides a proactive systematic approach for schools to build a positive school culture that
promotes School-Wide Positive Behavior Interventions and Supports. Restorative practices emphasize community building and commit to restoring positive relationships. Restorative practices promote and strengthen positive school culture. It allows school staff to commit to the creation of an environment focused on instruction and positive behavioral support which leads to academic success for all students. School communities implement school-wide expectations and restorative practices in unison with stakeholder groups to ensure successful positive school climates, stronger school communities, productive interpersonal relationships, and tools to address student misconduct.The District adopted the School Climate Bill of Rights in May 2013 and committed to implementing restorative practices in all schools by 2020.
- Resources
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7 Core Circle Guidelines with Description
Building Positive Relationships Using 4:1
Reflection/Think Sheets (Download)
Restorative Questions and Conversations
Core Circle Guidelines Presentation-Elementary
Core Circle Guidelines Presentation-Secondary
- Universal Design for Learning (UDL) ā¶
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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. - Positive Behavioral Interventions & Supports (PBIS) ā¶ ā· āø
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Positive Behaviorial Interventions & Supports (PBIS) is an evidence-based three-tiered framework to improve and integrate all of the data, systems, and practices affecting student outcomes every day. PBIS creates schools where al students succeed.
- AFIRM Modules ā¶ ā· āø
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AFIRM Modules are designed to help you learn the step-by-step process of planning for, using, and monitoring an EBP with learners with ASD from birth to 22 years of age. Supplemental materials and handouts are available for download. - Additional District Websites
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Human Relations, Diversity, and Equity
