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

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Worksheet 3.1 Checklist of Skills Needed by Student Support Team Members Checklist of Skills Needed by Student Support Team Members 1. Does a member have knowledge of informal assessment techniques? 2. Does a member have knowledge of the scope and sequence of academic content areas? 3. Does a member have observation skills? 4. Do members understand the district philosophy? 5. Do members have knowledge of the various program goals? 6. Do members have knowledge of various instructional strategies? 7. Do members have knowledge of behavior change strategies? 8. Does a member have knowledge of available resources in the building, district, or region? 9. Does a member have knowledge of eligibility criteria for placement in special education programs? 10. Do members have good listening skills? 11. Do members understand student conflict resolution process? 12. Do members have collaborative decision making skills? 13. Do members have knowledge of group dynamics? 14. Do members have communication skills? 15. Does a member have leadership skills? 16. Does a member have management skills? Yes No N/A Adapted from National Association of School Psychologists (1998) Section 3 – 6
Worksheet 3.2 Sample Support Team Worksheet Sample Support Team Worksheet Student: School: Grade: Date: Teacher: Team members participating: Presenting concern: What we discussed: What we decided: What will be tried (identify first, second, third): What is needed to try this: How will it be evaluated?: Follow-up date: What needs to brought and by whom: Recorded by: Section 3 – 7
Page 1 and 2: MDE Michigan Department of Educatio
Page 3 and 4: MDE Michigan Department of Educatio
Page 5 and 6: Reviewers Kathy Al-Rubaiy, Superint
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: • During lunch time • During a
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
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Positive Behavior Support for ALL Michigan ... - Oakland Schools

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