Teacher Presentation Part 3
Creating an In-Class Continuum of Consequences
Affective Statements
(4+ to 1-)
Aligned to the Problem Behavior Policy and Flowchart
(Tiered Fidelity Inventory 1.5)
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In order to create a safe and predictable classroom, it is critical that all students know what expected behaviors look like, sound like, and feel like.
Behavior Lessons
Staff Handbook
Eagles are Safe, Responsible & Respectful
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Behavior Lessons
Staff Handbook
PROACTIVE APPROACH
I use Proximity, Active Supervision, & Regulation Strategies to connect with students and discourage Problem Behaviors.
INSTRUCTIVE APPROACH
I use Indirect Acknowledgements & Corrections to prompt the use of expected skills (4+ to 1-).
RESTORATIVE APPROACH
I use Affective Statements (4+ to 1-) & Restorative Questions to build empathy and repair harm.
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Creating a Common Understanding of
“Consequences”
Staff Responses to Problem Behaviors Should:
Definition:
Every action has an effect - a consequence is the relation of a result to its cause. The earlier we understand the causes, the better we can influence the effects.
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Creating an In-Class Continuum of Responses (Consequences)
Some teachers choose to create a grade-level or team Continuum of Consequences.
Sample B: In-Class Continuum
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Creating an In-Class Continuum of Consequences (Responses)
Each teacher should have a set of practices - organized by increasing intensity - for responding to problem behaviors.
Sample A: In-Class Continuum
Ms. Smith’s In-Class Continuum of Consequences for Problem Behaviors
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High Rates of Positive Contacts
Re-Teach
Signal, Cue
Redirect, Correct
Repair Relationship
Discouraging Problem Behaviors
Conference with student
Contact Caregiver
Tier 1 Intervention Log
General Praise
Positive Affective Statements
Group Points
Events, Parties
Encouraging Expected Behaviors
Behaviorally Specific Acknowledgements
Tangibles or Points
Positive Note Home
In-Class Continuum of Consequences
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Starting Formal Interventions for Individual Students.
Goal of the Tier 1 Intervention Log
To support individual students in increasing their use of a Desired Behavior.
The Tier 1 Intervention Log is used to support the 10-15% of students demonstrating Chronic Minor Offenses. It is here where teachers document how the student responded to classroom interventions.
The Office Referral Form is used to seek administrative assistant when a student has either:
a) failed to respond positively to interventions document on the Tier 1 Intervention Log, or
b) violated the CA Ed. Code.
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Aligning Your Class System with the School-Wide System
How does your classroom correction system support the school-wide Problem Behavior Policy?
What is the school-wide Problem Behavior Policy?
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Classroom Systems Aligned to School-Wide Systems
Part 1
Developing/Teaching Expectations & Routines
Part 2
Creating an In-Class Acknowledgement System
Behavior Lessons
Staff Handbook
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Thank you!
SWSS Climate & Culture Website
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