PBIS_RP_Rotator

Affective Statements 

Boosting Motivation and Engagement 

Building Developmental Relationships during the COVID

Character Traits – Values

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

7 Core Circle Guidelines

Weekly Virtual Community Building Activities

Compassionate Listening Tips

Building Positive Relationships using 4:1

7 Process Praise Examples to Foster Learner Resilience

Restorative Fitness Movement Activities

Random Name Pickers

Participation Protocols

Discussion Protocols

Scavenger Hunt Ideas

Why Are Values Important

Creating Virtual Classroom Expectations

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: 

• Atwater Collage 
• Classroom rules with pictures
• Commonwealth Avenue School 
• Conflict resolution  
• Leveled Breaks

• Positive Behavior Expectations Matrix & Posters
  Sheridan St. ES
• Tiger Generation

 

Belly Breathing Using Our Five Senses

Mindful Belly Breathing 

Check In/Check Out 

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 

All About Me

10 Things I Want You to Know About Me

My Personal Website

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:

• Forced Choice Reinforcement Inventory
• Student Reinforcement Survey

 

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.

Provide corrective, actionable feedback to teach the appropriate behavior. A correction procedure should be:

1. Specific, using language from your classroom and/or school-wide behavior matrix
2. Private, when possible
3. 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.

4:1

4:1 Module

Building Positive Relationships Using 4:1

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

 

The links below provide resources for Daily Report Cards:

• Countdown behavior chart
• Daily behavior Report Template
• FreePrintableBehaviorCharts.com

Batman

Doc Mcstuffins

Minecraft

Nascar

Princess Tiana

Rainbow Butterfly

Shaun the Sheep

Spiderman

Wonderwoman

Yo Gabba

• Info on Daily Report Card 

To reinforce socially appropriate behaviors.

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.

BUL-133307 - Discipline Foundation Policy 2022

Attachment A - School Climate Bill of Rights 2022

Attachment B - PBIS/RP Integrated Continuum of Supports and Strategies 2022

Attachment C - Alternatives to Out of School Suspensions 2022

Attachment D - Positive Behavior Interventions and Supports Complaint Process 2022

Attachment E-1 - Tiered Fidelity Inventory Tier 1 Table 2022

Attachment E-2 - Tiered Fidelity Inventory Tier 2 Table 2022

Attachment E-3 - Tiered Fidelity Inventory Tier 3 Table 2022

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)

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)

The links below provide resources for Self-Management:

• Daniel's Behavior Chart
• Malcolm's Daily Schedule 
• Sample Daily Reinforcement Schedule
• Self Management Sheet
• Weekly Student Success Behavior Chart 

• Social Skills Lessons
• Problem Solving Skills
• Asset Building Activities
  
  

 The links below provide resources for Social Skills:

•  101 Ways to Teach Social Skills
•  How to Deal with Disappointment
•  Make a World of Difference - 50 Asset Building Activities
   to Help Teens  Explore Diversity
•  Peers Helping Peers

Responding to Minor Disruptions in the Virtual Classroom 

The purpose of the Supporting & Responding to Students’ Social, Emotional, and Behavioral Needs: Evidence-Based Practices for Educators is to summarize evidence-based, positive, and proactive practices that support and respond to students’ social, emotional, and behavioral (SEB) needs in classrooms and similar teaching and learning environments (e.g., small-group activity).

Provide corrective, actionable feedback to teach the appropriate behavior. A correction procedure should be:

1. Specific, using language from your classroom and/or school-wide behavior matrix
2. Private, when possible
3. 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.

Cool Down/Reflection Area

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.

The links below provide resources for Behavior Contracts:

• Creating Behavior Contracts
• Sample Behavior Contract
• The 5 W's of Behavior

 

The links below provide resources for Daily Report Cards:

• Countdown behavior chart
• Daily behavior Report Template
• FreePrintableBehaviorCharts.com

Batman

Doc Mcstuffins

Minecraft

Nascar

Princess Tiana

Rainbow Butterfly

Shaun the Sheep

Spiderman

Wonderwoman

Yo Gabba

• Info on Daily Report Card 

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

Co-Regulation Fillable Form

Student Glows & Grows Fillable Form

Interim Behavior Response Plan (IBRP) Fillable Template

4 to 1 video

Check-Ins 1

Check-Ins 2

Our Ever Changing Perspective

Talking Piece

Restorative Questions

Avoid Using a Question Format

Offer Choices

Wait Time

Provide Verbal/Visual Reminder 

Start vs Stop Requests

7 Core Circle Guidelines Video Module

Community Building Circle 101 Video Module

Affective Statements Video Module

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.

4:1

7 Core Circle Guidelines with Description 

Affective Statements

Building Positive Relationships Using 4:1

Reflection/Think Sheets

Reflection/Think Sheets (Download)

PBIS/RP Introductory Manual

Restorative Questions and Conversations

Community Building 101

Core Circle Guidelines Presentation-Elementary 

Core Circle Guidelines Presentation-Secondary

Why Are Values Important

7 Core Circle Guidelines

Community Building 101

Community Building Circles

Community Building Circle Components

Community Building Circle Lesson Template

Back to Campus Community Building Lesson

Why Are Values Important

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 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 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.

Division of Special Education

Human Relations, Diversity, and Equity

School Mental Health

Social Emotional Learning

Wellness Programs