Question+5


 * On the topic of**:

//Effective, School-Wide Positive Behavior Intervention Support//

1. What did we hear and in what ways is this current practice at GBS? 2 If this became an instructional tool as part of the RtI process,

a. How could that look at GBS? b. How would this engage more students in class? c. What kind of potential obstacles do you anticipate?

1. Need for common expectations, uniformity of enforcement. Rights and responsibilities signed annually. Since most students can implicitly figure out behavior expectations, not taught explicitly to all. Is taught in SPED. · Kids should know the expectations and the more positive interactions and understanding of expectations we have, the easier it will be to keep school climate and culture positive. · Integrated, coordinated system of support for kids. · We have capacity to deliver brief cognitive behavioral therapy – the proven strategy for anxiety and depression with adolescents. However, you must release people to do that. · He likes the idea of posted expectations for school behavior, but he does not for “young adults.” · Where do problems exist – look at Randy Sprik’s stuff. The ONE book. · Check in/check out capacity, etc. ·  Consistency of modeling by all faculty and staff would be important. · The number one factor on behavior is engaging instruction. · Positive relationships also have a significant impact on behavior. Make behavioral instruction more explicit.

Kids at GBS can't do this as much as at some school. Not a common language.

2a. Common expectations and enforcement among faculty and staff. Mentors/programs for transfer students on climate and culture and hidden rules. Procedures to help transition in and out of SPED. 2b. Enfranchise them to build connections, make them less anxious, sets up triangulation. 2c. Consensus, consistency, opportunity for follow-up and on-ging monitoring and revisiting of expectations and enforcement. We should know what is kids hear in assemblies.from freshman to senior years. Teachers could then reinforce it. How do we scaffold the social-emotional learning objectives in the curriculum? Who delivers it and when is it delivered?