Irvine h s ihs vista verde vv bernice ayer middle school bams
Download
1 / 10

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


  • 155 Views
  • Uploaded on

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)

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about 'Irvine H.S. (IHS), Vista Verde (VV), Bernice Ayer Middle School (BAMS)' - reia


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
Irvine h s ihs vista verde vv bernice ayer middle school bams l.jpg
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 l.jpg

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 l.jpg
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 l.jpg
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.


Slide5 l.jpg
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 l.jpg
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 l.jpg
Challenge (misrules)?

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 l.jpg
What do we know? (misrules)?

  • 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 l.jpg
Irony from teacher’s lounge: (misrules)?

“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 l.jpg
General Guidelines (misrules)?

  • 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


ad