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Irvine H.S. (IHS), Vista Verde (VV), Bernice Ayer Middle School (BAMS) PowerPoint PPT Presentation


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Irvine H.S. (IHS), Vista Verde (VV), Bernice Ayer Middle School (BAMS). Team driven (IHS) & establishing local expertise (VV) Data based decision making &problem solving (IHS) 1-5-9 week & data displays (VV) Early screening (BAMS), continuous monitoring & structured problem solving (IHS)

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Irvine H.S. (IHS), Vista Verde (VV), Bernice Ayer Middle School (BAMS)

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Irvine h s ihs vista verde vv bernice ayer middle school bams

Irvine H.S. (IHS), Vista Verde (VV), Bernice Ayer Middle School (BAMS)

  • Team driven (IHS) & establishing local expertise (VV)

  • Data based decision making &problem solving (IHS)

    • 1-5-9 week & data displays (VV)

  • Early screening (BAMS), continuous monitoring & structured problem solving (IHS)

    • Parent communication (VV)

  • Increasing contact & relationship between students & staff (IHS)

    • Linked to SW….consistently (BAMS)

  • Locally based interpretations (IHS) & applications (BAMS)

    • RtI, use simple first (classroom teacher before 2nd tier interventions) (VV)

    • Public & frequent (BAMS)

  • Integrated academic (BAMS) & social behavior efforts (IHS)

    • Range of interventions (BAMS)

    • Teach process & requirements directly to & w/ students (VV)


Encouraging student behavior misrules science

Encouraging Student Behavior: Misrules & Science

George Sugai

OSEP Center on Positive Behavioral Interventions & Supports

UConn Center for Behavioral Education & Research

March 10, 2008


What do we know about preventing violence

WHAT DO WE KNOW ABOUT PREVENTING VIOLENCE?

  • Surgeon General’s Report on Youth Violence (2001)

  • Coordinated Social Emotional & Learning (Greenberg et al., 2003)

  • Center for Study & Prevention of Violence (2006)

  • White House Conference on School Violence (2006)

  • Positive, predictable school-wide climate

  • High rates of academic & socialsuccess

  • Formal social skills instruction

  • Positive active supervision & reinforcement

  • Positive adult role models

  • Multi-component, multi-year school-family-community effort


Big goal

Big Goal

Promote acceptable, expected student academic & social behavior by establishing relevant & durable positive interactions & relationship between learner & teacher

  • Parent & child, worker & boss, teacher & teacher, bus driver & riders, etc.


Irvine h s ihs vista verde vv bernice ayer middle school bams

How?

  • Engaging in high positive social interactions

  • Arranging for high academic success rates

  • Expressing high positive outcome expectations

  • Regularly teaching, practicing, acknowledging prosocial behavior


Why do educators resist use of positive acknowledgements misrules

Why do educators resist use of positive acknowledgements (misrules)?

  • Use of extrinsic rewards will inhibit development of intrinsic motivation.

  • Students don’t need rewards & acknowledgements to do what’s right & supposed to do.

  • Strong, natural aversive consequence will get the message across.

  • Give them time, & maturity will kick in.

  • If they can’t do it on their own, they shouldn’t be in this course.

  • Any students who need me to tell them what’s right & wrong aren’t going to make it my class… personal responsibility

  • I teach biology. I don’t & shouldn’t have to teach respect and responsibility.

  • It’s obvious to me, just look at her family.

  • When I was his age, I had to do it all on my own….no breaks & privileges in my class.

  • Etc.


Challenge

Challenge

Despite the research & conceptual literature, teaching & encouraging student prosocial behavior are not embraced by some teachers:

  • Limited fluency

  • Narrow, non-contextual applications

  • Inefficient, non-sustainable strategies

  • Philosophical opposition

  • Etc.


What do we know

What do we know?

  • Antecedent & consequence environmental events affect behavior probability

  • Function matters

  • Appropriate & inappropriate academic & social behaviors are similarly acquired, maintained, & lost

  • Social skills must be taught & maintained like academic skills

  • Academic & social reinforcers are required but vary in form, intensity, frequency

  • Self-management success is linked to other-management success


Irony from teacher s lounge

Irony from teacher’s lounge:

“Students shouldn’t be recognized for what they’re supposed to do. Besides why should we do something extra; you never acknowledge us for what we do now!”


General guidelines

General Guidelines

  • Showoff outcomes

  • Model what you want

  • Work from conceptually sound theory

  • Involve others

  • Teach self-management

  • Individualize

  • Use naturally occurring, contextually, & culturally appropriate forms of rewards & reinforcers

  • Reward/reinforce staff use


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