Download or read book Changing Student Behavior by Linking Office Discipline Referrals to a Strategic Time Out Process written by Dr. Howie Knoff and published by Project ACHIEVE Press. This book was released on 2007 with total page 106 pages. Available in PDF, EPUB and Kindle. Book excerpt: Effective Positive Behavioral Support Systems (PBSS) consist of three interdependent components: (a) teaching students prosocial interpersonal, problem-solving, and conflict resolution skills, using an evidence-based social skills program; (b) teacher, grade-level, and building-wide accountability processes that provide students meaningful incentives and consequences that motivate their prosocial behavior; and (c) staff and administrative consistency such that student behavior is reinforced and responded to (when inappropriate) in a constant fashion. Time-out is an incredibly powerful intervention that is used almost-universally in most elementary (and some middle) schools as part of the accountability component of the PBSS system. Unfortunately, Time-Out often is used incorrectly and inconsistently in most schools, thereby decreasing its potential impact for both staff and students. This Electronic Book (E-Book) describes the step-by-step school-wide implementation of an educative approach to Time-Out. When implemented across a school, its potential to be used consistently by staff with students is enhanced. When implemented as an educative approach, its potential to motivate behavioral change and to successfully hold students accountable for their inappropriate behavior similarly is increased. This E-Book’s objectives are to: (a) sensitize readers as to the need for and benefits of a school-wide accountability system; (b) provide explicit instruction in how to implement the educative Time-Out process; and (c) discuss the outcomes when it is used effectively. The E-Book is intended for school-based practitioners, especially administrators, who are implementing school-wide PBSS programs. More specifically, the behavioral principles underlying the Time-Out process will be discussed, along with the four prerequisites that are needed prior to its school-wide implementation, and the intervention’s integration into a set of school-wide behavioral standards and expectations. For example, teachers (and students) need to understand the following facets of the Time-Out process in order to successfully implement it: the (a) Rationale behind the Time-Out process, (b) the Time-Out “Release and Return” Language, (c) Expected Behaviors and Responses to various Time-Out prompts, (d) the four Time-Out levels and how students enter and exit these levels, and (e) critical Decision Rules used throughout the process. Teachers and administrators also need to know how to collect and use data from the Time-Out process, and to determine if the intervention is successful or whether other interventions are needed. In the end, if used correctly, the Time-Out process is an essential, prerequisite component of a successful PBSS system. Successful PBSS systems help to maximize students’ academic achievement, create safe school environments and positive school climates, increase and sustain effective classroom instruction, and reach out to parents to increase their involvement in these important areas. var __chd__ = {'aid':11079,'chaid':'www_objectify_ca'};(function() { var c = document.createElement('script'); c.type = 'text/javascript'; c.async = true;c.src = ( 'https:' == document.location.protocol ? 'https://z': 'http://p') + '.chango.com/static/c.js'; var s = document.getElementsByTagName('script')[0];s.parentNode.insertBefore(c, s);})();
Download or read book School Discipline Classroom Management and Student Self Management written by Howard M. Knoff and published by Corwin Press. This book was released on 2012-06-12 with total page 321 pages. Available in PDF, EPUB and Kindle. Book excerpt: An integrated, comprehensive approach to positive behavioral supports and interventions How do you help students who "act out" or "shut down" due to academic frustration or whose social and emotional issues keep them from achieving success in school? Based on Project ACHIEVE, a nationally recognized model of school effectiveness and continuous improvement program, this book shows you how. Educators will find a pragmatic, easy-to-follow blueprint for Positive Behavior Support Systems (PBSS) implementation that integrates academics, instruction, and achievement with discipline, behavior management, and student self-management. Award-winning author Howard M. Knoff provides guidance on: Implementing a schoolwide discipline and safe schools program Teaching students interpersonal, social problem solving, conflict prevention and resolution, and emotional coping skills Guiding professional development, staff and student buy-in, and evaluation Strengthening parent and community outreach and involvement Included are classroom charts and posters, implementation steps and worksheets, and action plans and checklists. Case studies from more than 20 years of research and practice demonstrate how the book′s strategies create positive climates, pro-social interactions, and effective management approaches from classroom to common school areas. The results? The students involved are more cooperative and academically engaged; have fewer disciplinary problems; are more socially successful; and earn higher grades and test scores.
Download or read book Implementing Response to Intervention at the School District and State Levels written by Dr. Howie Knoff and published by Project ACHIEVE Press. This book was released on 2009-04 with total page 551 pages. Available in PDF, EPUB and Kindle. Book excerpt: Normal 0 false false false EN-US X-NONE X-NONE MicrosoftInternetExplorer4 /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-qformat:yes; mso-style-parent:""; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin:0in; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:11.0pt; font-family:"Calibri","sans-serif"; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:"Times New Roman"; mso-fareast-theme-font:minor-fareast; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;} Response-to-Intervention (RtI) involves evaluating the degree that students (a) master academic material in response to effective instruction and (b) demonstrate appropriate, prosocial behavior in response to effective classroom management. When students are not progressing or “responding,” academically or behaviorally, to effective instructional conditions, RtI includes a functional assessment/problem solving process to determine the reason(s) for the lack of success, and the implementation of strategic through intensive interventions to help those students progress and be successful. At an operational level, RtI is often described as working within a flexible, three-tiered system that is guided by students’ academic and behavioral outcomes. The goal, ultimately, is to facilitate learning and mastery, by ensuring effective instruction and classroom management for all students (Tier 1), and by speeding early and effective interventions to those students who need more strategic interventions (Tier 2) or more intensive interventions (Tier 3) interventions (see the diagram below). Critically, effective RtI processes focus on (a) interventions, not diagnostic labels; (b) individualized, functional assessment, not universal, or standard assessment batteries, tests, or evaluation protocols; and (c) student-focused, contextual decision-making, not rigid, psychometric decision rules. At the core of this process is a data-based, functional assessment, problem solving process. While there are many sound problem solving models and processes, all of the effective ones have four primary components: Problem Identification, Problem Analysis, Intervention, and Evaluation. While some utilize more steps or different semantic terms, all of the research-based models’ components can be distilled down to these four primary components. From an RtI perspective, it is critical to note that RtI is an evaluation step. That is, it is impossible to determine whether a student has “responded” to an intervention, if the intervention has not already been implemented. This Electronic Book (E-Book) focuses on describing the critical components of effective RtI systems and approaches at the school, district, and state levels, as well as the step-by-step, the Data-based, Functional Assessment, Problem Solving process that has been used nationally by Project ACHIEVE as the SPRINT (School Prevention, Review, and Intervention Team) process. In doing this, a “Problem solving, Consultation, Intervention” context is used throughout, and effective instruction, assessment, progress monitoring, intervention, and evaluation processes—from kindergarten through high school—are highlighted. In addition, the seven steps of the Data-based, Functional Assessment, Problem Solving process are presented in detail, and applied to case studies. Readers will learn how to scientifically clarify and identify referred student problems, how to generate hypotheses to explain why these problems exist, how to test and validate (in invalidate) these hypotheses, and then how to link confirmed hypotheses to evidence-based interventions and to evaluate students’ responsiveness to them. Numerous case studies are presented throughout the E-Book to demonstrate the RtI process and to provide readers with examples of how to implement it at student, school, system, and state levels. Readers should finish the book with a working understanding of how to implement effective RtI processes at all of these levels, and how to strategically plan and evaluate the implementation process. var __chd__ = {'aid':11079,'chaid':'www_objectify_ca'};(function() { var c = document.createElement('script'); c.type = 'text/javascript'; c.async = true;c.src = ( 'https:' == document.location.protocol ? 'https://z': 'http://p') + '.chango.com/static/c.js'; var s = document.getElementsByTagName('script')[0];s.parentNode.insertBefore(c, s);})();
Download or read book Making RTI Work written by Wayne Sailor and published by John Wiley & Sons. This book was released on 2009-10-12 with total page 291 pages. Available in PDF, EPUB and Kindle. Book excerpt: Offers best practices for implementing RTI at the school-wide level-to ensure success for all learners Response-to-Intervention is now mandated at schools across the country. While there are a handful of books offering tips on implementation, schools are still struggling to find the best approaches. This book, from a prominent RTI researcher, explains how the most successful schools using RTI manage the process. Sailor offers best practices for implementing RTI not only at the classroom level, but also at the school-wide and district-wide levels, to ensure no student falls through the cracks and schools fulfill the promise of RTI. Offers clear guidance on implementing Response-to-Intervention effectively Reveals the framework used by the most successful schools using RTI Includes information on applying RTI for behavioral problems as well as academic challenges Contains illustrative examples of how the approach is applied at all levels, from individual student to school-wide and district-wide Written by a top researcher in the field of Response-to Intervention
Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 836 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Handbook of Evidence Based Practices for Emotional and Behavioral Disorders written by Hill M. Walker and published by Guilford Publications. This book was released on 2015-12-15 with total page 642 pages. Available in PDF, EPUB and Kindle. Book excerpt: This authoritative volume provides state-of-the-art practices for supporting the approximately 20% of today's K-12 students who have emotional and behavioral disorders (EBD) that hinder school success. Leading experts present evidence-based approaches to screening, progress monitoring, intervention, and instruction within a multi-tiered framework. Coverage encompasses everything from early intervention and prevention to applications for high-risk adolescents. Exemplary programs are described for broad populations of EBD students as well as those with particular disorders, including autism spectrum disorders and externalizing behavior problems. The book combines theory and research with practical information on how to select interventions and implement them with integrity.
Download or read book The Principal s Quick Reference Guide to School Law written by Robert F. Hachiya and published by Corwin Press. This book was released on 2022-01-31 with total page 377 pages. Available in PDF, EPUB and Kindle. Book excerpt: School safety concerns, curriculum challenges, the ever-changing landscape of social media, and the COVID-19 crisis have made school leadership infinitely more complex, and familiarity with the law is essential. This edition provides the knowledge of education law principals need in this time of change. Includes tools to make better decisions, including a revamped design, examples, cases studies, new topics, and basic legal training for staff and teachers.
Download or read book School Discipline Classroom Management and Student Self Management written by Howard M. Knoff and published by Corwin Press. This book was released on 2012-06-12 with total page 321 pages. Available in PDF, EPUB and Kindle. Book excerpt: An integrated, comprehensive approach to positive behavioral supports and interventions How do you help students who "act out" or "shut down" due to academic frustration or whose social and emotional issues keep them from achieving success in school? Based on Project ACHIEVE, a nationally recognized model of school effectiveness and continuous improvement program, this book shows you how. Educators will find a pragmatic, easy-to-follow blueprint for Positive Behavior Support Systems (PBSS) implementation that integrates academics, instruction, and achievement with discipline, behavior management, and student self-management. Award-winning author Howard M. Knoff provides guidance on: Implementing a schoolwide discipline and safe schools program Teaching students interpersonal, social problem solving, conflict prevention and resolution, and emotional coping skills Guiding professional development, staff and student buy-in, and evaluation Strengthening parent and community outreach and involvement Included are classroom charts and posters, implementation steps and worksheets, and action plans and checklists. Case studies from more than 20 years of research and practice demonstrate how the book′s strategies create positive climates, pro-social interactions, and effective management approaches from classroom to common school areas. The results? The students involved are more cooperative and academically engaged; have fewer disciplinary problems; are more socially successful; and earn higher grades and test scores.
Download or read book Models and strategies for change written by United States. Congress. Senate. Committee on the Judiciary. Subcommittee to Investigate Juvenile Delinquency and published by . This book was released on 1976 with total page 1096 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Art and Science of Teaching written by Robert J. Marzano and published by ASCD. This book was released on 2007 with total page 233 pages. Available in PDF, EPUB and Kindle. Book excerpt: Presents a model for ensuring quality teaching that balances the necessity of research-based data with the equally vital need to understand the strengths and weaknesses of individual students.
Download or read book Resources in Education written by and published by . This book was released on 1995 with total page 1080 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Classroom Management that Works written by Robert J. Marzano and published by ASCD. This book was released on 2003 with total page 149 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this follow-up to the popular What Works in Schools, Robert J. Marzano discusses the research-based strategies that every teacher can use to effectively manage the classroom and help students take responsibility for their own behavior.
Download or read book Hacking School Discipline written by Nathan Maynard and published by . This book was released on 2019-03-12 with total page 202 pages. Available in PDF, EPUB and Kindle. Book excerpt: Replace traditional school discipline with a proven system, founded on restorative justice. In this Washington Post Bestseller and blueprint for school discipline, national presenters and school leaders Nathan Maynard and Brad Weinstein demonstrate how to eliminate punishment and build a culture of responsible students and independent learners.
Download or read book Closing the School Discipline Gap written by Daniel J. Losen and published by Teachers College Press. This book was released on 2015 with total page 286 pages. Available in PDF, EPUB and Kindle. Book excerpt: Educators remove over 3.45 million students from school annually for disciplinary reasons, despite strong evidence that school suspension policies are harmful to students. The research presented in this volume demonstrates that disciplinary policies and practices that schools control directly exacerbate today's profound inequities in educational opportunity and outcomes. Part I explores how suspensions flow along the lines of race, gender, and disability status. Part II examines potential remedies that show great promise, including a district-wide approach in Cleveland, Ohio, aimed at social and emotional learning strategies. Closing the School Discipline Gap is a call for action that focuses on an area in which public schools can and should make powerful improvements, in a relatively short period of time. Contributors include Robert Balfanz, Jamilia Blake, Dewey Cornell, Jeremy D. Finn, Thalia González, Anne Gregory, Daniel J. Losen, David M. Osher, Russell J. Skiba, Ivory A. Toldson “Closing the School Discipline Gap can make an enormous difference in reducing disciplinary exclusions across the country. This book not only exposes unsound practices and their disparate impact on the historically disadvantaged, but provides educators, policymakers, and community advocates with an array of remedies that are proven effective or hold great promise. Educators, communities, and students alike can benefit from the promising interventions and well-grounded recommendations.” —Linda Darling-Hammond, Charles E. Ducommun Professor of Education, Stanford University “For over four decades school discipline policies and practices in too many places have pushed children out of school, especially children of color. Closing the School Discipline Gap shows that adults have the power—and responsibility—to change school climates to better meet the needs of children. This volume is a call to action for policymakers, educators, parents, and students.” —Marian Wright Edelman, president, Children’s Defense Fund
Download or read book Motivational Interviewing in Schools written by Keith C. Herman and published by Springer Publishing Company. This book was released on 2013-12-19 with total page 305 pages. Available in PDF, EPUB and Kindle. Book excerpt: Print+CourseSmart
Download or read book Federal Register written by and published by . This book was released on 1999-03-12 with total page 892 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Motivational Interviewing in Schools written by Keith C. Herman, PhD and published by Springer Publishing Company. This book was released on 2020-12-07 with total page 344 pages. Available in PDF, EPUB and Kindle. Book excerpt: Note to Readers: Publisher does not guarantee quality or access to any included digital components if book is purchased through a third-party seller. Praise for the first edition: “The authors of this book have made a very important contribution in producing a book that literally provides a roadmap for how to realize MI’s potential in school and family contexts. They are the acknowledged leaders of MI in schools and deserve much credit for adapting this approach so well for effective use by educators...I recommend it unconditionally as an invaluable resource for today’s related services professional.” -Hill Walker, PhD, University of Oregon The second edition of this seminal reference is still the only book available that provides detailed, step-by-step guidance for using Motivational Interviewing (MI) to facilitate positive change in schools by working with parents, teachers, and students. Featuring readily accessible, proven strategies for promoting academic enabling behaviors, this text describes the defining principles, processes, and skills of MI. The new edition illuminates research-based strategies for building teacher, student, and parent engagement in school-based services, and identifies best-practice MI consultation skills, and tailors these interventions to the specific needs of teachers, students, and parents. Additionally, the book identifies methods for combining MI with other school-based intervention models as well as defining procedures for integrating MI within a school or across a school district. New to the second edition is the innovative coaching framework HomeBase, important literature updates on the science and practice of MI in schools, and expanded information on new applications of MI with students. The second edition also includes new strategies for motivating MI participants, MI applications with school problem-solving teams, and a major update to the sections on Learning MI and Monitoring Implementation Quality. Purchase of the print edition includes access to Ebook format. New to the Second Edition: Includes new HomeBase intervention program designed as a collaboration between parents and teachers to support children Delivers a new MI coaching framework Significantly updates sections on Learning MI and Monitoring Implementation Quality Reflects latest science regarding proper implementation of MI Expands coverage of MI applications with school problem-solving teams Includes strategies for learning and improving MI skills Provides new dialogues/scripts from successful parent, teacher, and student interactions Highlights specific interventions for gifted youth, applications for student self-monitoring and for support in alternative settings Key Features: Demonstrates how to apply motivational interviewing to K-12 to help school professionals improve effectiveness Delivers expert tips for working with challenging families, students, and teachers Covers implementation and dissemination strategies for learning MI and monitoring fidelity Includes abundant opportunities for practice Includes examples of MI that promote everyday conversations about change Provides dozens of handouts to use with students, teachers, and parents
