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How to Speak to Children about Traumatic Events
Read and share this blog from Responsive Classroom. If Morning Meeting is a part of your routine, make sure you read this.
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Directions for entering Discipline Referral data into Skyward Discipline
* Check with the building administrator for protocols unique to the school as far as who enters the data, deadlines for data entry, and whether referrals are now paperless.* All fields MUST be completed.
* Minors can now be entered into Skyward Discipline. Minors are classroom-managed behaviors. Refer to your school's PBIS t-chart. See your building's PBIS flowchart for managing classroom behaviors. The teacher is responsible for the action/consequences. Minor referrals do not go to the office.
* The building administrator must determine the action for major referrals and enter that action into Skyward Discipline.
* The "Time" of the offense can now be entered in 15 minute intervals (:00, :15, :30 or :45). Make sure AM and PM are correct.* When entering a bus referral, enter the location as "bus" but the offense as the type of offense (physical aggression, disrespect, etc). Do not use "Bus Violation" as the offense as it does not give information pertinent for problem solving.* Use the dropdown menu for the motivation code. It is your best hypothesis as to the motivation behind the student's behavior. This data is important for problem solving particularly when considering response to intervention and moving to more intense interventions.
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How to Write a Measurable Goal
Use this professional development activity with staff to teach how to complete a Tier 2/3 Intervention Worksheet and write a measurable goal. It has been used effectively at two schools already with a great response.
Use these slides to teach how to write a measurable goal.
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FREE BULLYING PREVENTION RESOURCE:
What Does and Doesn't Work in Bullying Prevention
Download these free resources for elementary and middle school from the National PBIS website:
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WONDERFUL WEBSITES:
Measured Effects
Measured Effects is about making reasonable decisions about students based on the interpretation of reliable measures of academic progress. Downloads available.
The menu item, Forms and Templates, includes Tier 2 resources such as the database for Check In, Check Out (CICO).
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http://www.pact.net/150
District 150’s very own behavioral specialist, Andrew Brown, has developed a dynamic site of resources essential for the implementation of the RtI tiers addressing the behavioral, social and emotional needs of our students.
Teachers, building administrators, and targeted problem-solving teams can use these tools beginning in Tier 1 / the core.
- interventions
- data collection tools
- progress monitoring
- classroom management, and much, much more!
Contact your school social worker or psychologist for log in information!
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What Makes Classroom Lessons Engaging for Students?
The thoughts of 220 eighth-grade students on what makes a lesson engaging are summarized in this blog post by veteran teacher Heather Wolpert-Gawron. Working with their peers, using technology, project-based learning and teacher enthusiasm were among the qualities students noted as essential to engagement, she writes.
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Responsive Classroom Elementary Newsletter Winter 2013
In the Current Issue: Winter 2013
When a Child Needs Extra Support
From the Whole School series
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Subscribe to Responsive Classrooms/Origins Newsletters:
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RtI Resources from UCLA Center
Response to Intervention (RtI) initiatives wisely underscore the unacceptability of waiting for students to fail. However, as with so many other efforts intended to ensure all students have an equal opportunity to succeed at school, this budding movement often is pursued as just another piecemeal effort. Fragmentary endeavors cannot address the complex realities confronting teachers and student support staff. Moreover, as formulated and practiced the approach often is too limited in how it frames what needs to go on to enable learning, engage students, and keep them engaged. In particular, it pays too little attention to the need to strengthen the classroom and schoolwide context in ways that enhance the effectiveness of the strategy.
To help broaden the focus through continuing education, we have just completed four professional development units that are available to any and all. The set is entitled:
RTI and Classroom & Schoolwide Learning Supports:
Four Units for Continuing Education
Unit I: Response to Intervention: Improving conditions for learning in the classroom
Unit II: Implementing Response to Intervention Sequentially & Effectively
Unit III. Response to Intervention: Beyond Personalization
Unit IV: Pursuing Response to Intervention as One Strategy in a Comprehensive System of Student and Learning Supports
http://smhp.psych.ucla.edu/pdfdocs/rtiiv.pdf
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You can receive future resources from the Center at UCLA directly by sending an email to smhp@ucla.edu
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