Positive Behavior Support for ALL Michigan ... - Oakland Schools

Worksheet 2.4 Classroom-Based System Program Indicators
Classroom-Based System Program Indicators
Each classroom-based system of Positive Behavior Support includes the following:
1. A classroom statement/description concerning the
rights and responsibilities (e.g., right to disagree, respect
for people and property, responsibility for helping
others) of students and staff is present .
2. Clear behavioral expectations (i.e., rules and/or code of
conduct) for everyone in the classroom exist .
3. A classroom-based system of behavior support (i.e.,
classroom management model) that establishes a
conducive climate for growth and learning is in place.
4. The classroom teacher/staff utilizes a common/shared
classroom approach/model to management (e.g., all
classrooms in the school building share one model/
orientation to management.)
5. Thoughtful organization of the classroom setting (e.g.,
furnishings) exists to minimize overstimulation and
problem behavior and to maximize safety, cooperation,
and learning.
6. An adequate staff/student ratio exists for including
students with emotional and/or behavioral needs in
typical classroom routines (e.g., academic instruction,
social interaction).
7. Direct, credible, and timely support exists for teacher/
staff in each classroom to support students who have
emotional and behavioral disorders.
8. Support is available to each classroom teacher to modify
the curriculum and/or change instructional design
based on students’ cognitive and emotional strengths,
with consideration given to each student’s:
a. Instructional level in the curriculum
b. Stress tolerance
c. Information processing preferences and abilities
d. Level of independent functioning (e.g., selfregulatory
skills)
e. Interests
f. Overall quality of life
9. Flexible time periods/limits are present in each classroom
for social and academic activities in the classroom.
Adapted from Knoster (1999)
Section 2 – 16
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Evidence