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

More documents

Recommendations

Info

Positive Behavior Support for ALL Michigan Students: Creating Environments That Assure Learning Dedication We dedicate this work to ALL kids! Acknowledgments We appreciate the leadership of the State Board of Education and Dr. Jacquelyn Thompson, Director of the Office of Special Education and Early Intervention Services, in recognizing the importance of getting this information into the hands of Michigan parents and practitioners. This tool enables and teaches parents and practitioners to better meet the learning needs of ALL Michigan students. We thank the people who took the time to review the contents of this document. Their input was invaluable in making this document a practical and usable resource. We would also like to thank Emily Gustavson, graphic artist, Margot Landa Kielhorn, editor, and Denise Smith, desktop publisher, for their work on this document. Core Work Group Kathy Clegg, Lapeer Intermediate School District John Dickey, Ph.D., Michigan Department of Education, Office of Special Education and Early Intervention Services Tricia Luker, Epilepsy Foundation of Michigan Frances Mueller, Ph.D., Michigan Federated Chapters of the Council for Exceptional Children, Oakland Schools Jim Paris, Michigan Department of Education, Office of Special Education and Early Intervention Services Sue Pratt, Citizens Alliance to Uphold Special Education Deborah Roush, Ed.S., Children with Attention Deficit Disorder Bernie Travnikar, Ed.D., Consultant, Michigan Positive Behavior Support Initiative, Michigan Department of Education State Improvement Grant Claudia Williamson, Michigan Association of School Social Workers, Flat Rock Community Schools Reviewers Introduction – 1
Reviewers Kathy Al-Rubaiy, Superintendent, Livingston Educational Service Agency Penny Axe, Director of Special Education, Wayland Public Schools Kristal Ehrhardt, Graduate Student, Western Michigan University Meme Hieneman, Director of the Department of Child and Family Studies, Louis de la Parte Florida Mental Health Institute, University of South Florida Joanne Hopper, Curriculum Coordinator, Lapeer Intermediate School District Lucy Hough-Waite, Assistant Director of Special Education, Kent Intermediate School District Jack Martin, Wayne-Westland Community Schools, Michigan Association of School Psychologists Valerie Mierzwa, Teacher Consultant, Michigan Federated Chapters of the Council for Exceptional Children, Michigan Council for Children with Behavioral Disorders, Farmington Public Schools Gigi Mitchell, Director of Student Support Services, Oakland Schools Donna Secor, Michigan Association of School Social Workers, Forest Hills Public Schools Deneen Sink, Parent, Livonia Schools Ken Smith, Parent, Children with Attention Deficit Disorder Greg Waller, Supervisor of Special Education, Traverse Bay Area Intermediate School District Introduction – 2
Page 1 and 2: MDE Michigan Department of Educatio
Page 3: MDE Michigan Department of Educatio
Page 7 and 8: Introduction - 4
Page 9 and 10: Introduction - 6
Page 11 and 12: Section 4 - Completing a Functional
Page 13 and 14: Basic Skill Builders: A Precision T
Page 15 and 16: Section 1 Exploring Beliefs and Def
Page 17 and 18: • Learning and behavior problems
Page 19 and 20: • Greater student self-control an
Page 21 and 22: Section 2 Assessing the Status of P
Page 23 and 24: • Schoolwide reward structure is
Page 25 and 26: Positive Behavior Support Works! Ge
Page 27 and 28: Two county school districts in Flor
Page 29 and 30: liked him, and helped him when he n
Page 31 and 32: Assessing and Planning Positive Beh
Page 33 and 34: Worksheet 2.2 (con’t) District-Wi
Page 35 and 36: Worksheet 2.3 (con’t) Building-Ba
Page 37 and 38: Worksheet 2.4 (con’t) Classroom-B
Page 39 and 40: Worksheet 2.5 (con’t) Individual
Page 41 and 42: 5. Check one system to ❑ District
Page 43 and 44: Section 3 Building a Model Positive
Page 45 and 46: • Shared common goal and purpose
Page 47 and 48: • During lunch time • During a
Page 49 and 50: Worksheet 3.2 Sample Support Team W
Page 51 and 52: Worksheet 3.4 Support Team Checklis
Page 53 and 54: Worksheet 3.5 (con’t) In your opi
Page 55 and 56:
Section 4 Completing a Functional A
Page 57 and 58:
• For successfully and thoroughly
Page 59 and 60:
Figure 4.1 Functional Assessment of
Page 61 and 62:
• Analysis applied for time, plac
Page 63 and 64:
❑ ❑ ❑ Student limited self co
Page 65 and 66:
❑ ❑ Peer tutoring Other Suspect
Page 67 and 68:
❑ ❑ ❑ ❑ ❑ ❑ ❑ ❑ ❑
Page 69 and 70:
Section 5 Collaborating on a Positi
Page 71 and 72:
Figure 5.1. Positive Behavior Suppo
Page 73 and 74:
Worksheet 5.1 Initial Planning for
Page 75 and 76:
Worksheet 5.1 (con’t) Set timer f
Page 77 and 78:
Trials of this collaboration exampl
Page 79 and 80:
Worksheet 5.2 (con’t) What functi
Page 81 and 82:
Worksheet 5.3 (con’t) Plan Evalua
Page 83 and 84:
Worksheet 5.4 (con’t) Functional
Page 85 and 86:
D. Use the “1-6” scale to indic
Page 87 and 88:
Worksheet 5.4 (con’t) Case Illust
Page 89 and 90:
Section 6 Linking Positive Behavior
Page 91 and 92:
cognitive, or emotional impairments
Page 93 and 94:
programs and services. In determini
Page 95 and 96:
Ideally, effective IEPs document sh
Page 97 and 98:
• Ancillary and other related ser
Page 99 and 100:
Manifestation Determination Review
Page 101 and 102:
General Change of Placement A gener
Page 103 and 104:
When a placement is made by a court
Page 105 and 106:
Section 7 Designing Positive Behavi
Page 107 and 108:
C. Select and Teach Replacement Beh
Page 109 and 110:
• Up to 25.6% of eighth-grade stu
Page 111 and 112:
Life experiences define a person’
Page 113 and 114:
Table 7.1. Sociocultural Considerat
Page 115 and 116:
Section 8 Responding to Emergency S
Page 117 and 118:
closely review P.A. 102, the Statew
Page 119 and 120:
Section 9 Conclusion We have come a
Page 121 and 122:
Section 10 Resources If you want tr
Page 123 and 124:
California: Positive Interventions
Page 125 and 126:
Commercially Available Resources: C
Page 127 and 128:
9. Life Space Intervention: Talking
Page 129 and 130:
tangible. The scale poses questions
Page 131 and 132:
Suggested Websites • Center for E
Page 133 and 134:
17. Transition from activity to act
Page 135 and 136:
Survey: Preventing and Responding t
Page 137 and 138:
Does your school… 9. Take steps t
Page 139 and 140:
At-a-Glance Comparison of Tradition
Page 141 and 142:
Section 11 Assessment Tools on Disk
Page 143 and 144:
Section 12 Glossary
Page 145 and 146:
Direct observation: a method used t
Page 147 and 148:
Section 13 References and Supportin
Page 149 and 150:
Cartledge, G. (1996). Cultural dive
Page 151 and 152:
Hollinger, J. (1987). Social skills
Page 153 and 154:
Mueller, F., Jenson, W. R., Reavis,
Page 155 and 156:
Sugai, G., Horner, R., & Sprague, J
Page 157 and 158:
Section 14 Reader Response
Page 159 and 160:
Michigan Department of Education At
show all

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

Create successful ePaper yourself

Delete template?

Save as template?