Workshop TitlesBehaviorInSchools - Professional Development

Creating a Learning Environment That Supports the New Learning Standards

“How to Get Students Who Can’t Sit Still To Learn the Rigorous New Learning Standards!”

Descriptor:  Teach rigorous standards to ALL students!  Replace excuses with accountability and responsibility!  Raise test scores and increase parent satisfaction!  Avoid burnout and love your job again!  Dozens of evidenced-based strategies!

All Participants will Learn:

  • How to spend more time on instruction and less time on discipline
  • How to turn unmotivated students into “self-starters”
  • How to help most challenging students
  • Specific strategies that will work at each grade level

New!Turning Around The Disruptive Classroom

Descriptor:  Classroom behaviors, such as wandering around the room, aggression, disturbing another's property, disruptive noise, disrespect, inappropriate verbalization and inappropriate tasks during a lesson are common behaviors in a classroom that needs help!  This session focuses on establishing or reestablishing clear expectations, routines and rituals that set the stage for a productive classroom environment.  Learn how to teach and reinforce expected behaviors that help create a safe learning environment for ALL students.

New!50 quick “on the spot” Strategies for Students with Behavioral Problems

Descriptor:  This session focuses on quick, effective and easily implemented strategies educators can use to add to their “behavior tool box” that will prevent inappropriate behaviors from occurring, teach appropriate social behaviors and assist with deescalating students who are beginning to act out.

New!How to Teach Students to be Accountable for Their Own Behavior:  School Discipline and Self-Discipline

Descriptor:  Though Positive Behavior Interventions & Supports (PBIS) provides an effective framework to manage student behavior, it lacks one critical component: teaching students self-discipline. Self-discipline is described as students developing the “cognitions, emotions and behaviors associated with self-control, self-regulation, autonomy, and social and moral responsibility”.  This training session explores effective school discipline and self-discipline strategies that when implemented together, provides a school-wide accountability system that guides students towards appropriate prosocial behavior.

Learn strategic approaches to address school-wide, classroom and individual student behavioral challenges; change student behavior by teaching, monitoring and reinforcing appropriate behavior instead of relying on punishment, and learn strategies to teach students how to demonstrate self-control and be accountable for their own behavior.

Recommended Resource:  School Discipline and Self-Discipline:  A Practical Guide to Promoting Prosocial Student Behavior.  Bear, G. G. (2010). The Guildford Press.

New!Behavioral Response to Intervention (B-RtI):
Creating a Continuum of Problem-Solving and Support

This session is an informative introduction to a comprehensive and positive approach to school-wide behavior management expectations, classroom management structures, and individual student intervention using the Response to Intervention (RtI) framework. Students’ social, emotional, and behavioral needs must be addressed to improve learning and social engagement. The main strategies for promoting positive student behavior for ALL students are:
I           Interacting positively with students
M         Monitoring student behavior through active supervision
P         Preparing effective instructional lessons
A         Arranging the environment to promote positive behavior
C         Correct consistently and effectively
T         Teaching all behavioral expectations
Implementing these strategies (IMPACT) at the school-wide, classroom, and individual levels helps school staff reduce the degree of misbehaviors by establishing a preventative framework of discipline. 
When all staff in the school implement IMPACT framework well, a tiered system of prevention and intervention is established. This system creates an RtI continuum for behavior and discipline that supports students' social, emotional, and behavioral needs. Learn how to evaluate your current continuum of services, fine tune your existing plan and/or create a more effective behavior management framework for you staff and students.

New!Discipline in the High School Classroom

Descriptor: This training provides evidenced-based tools, strategies and structures to enhance the flow and delivery of classroom instruction. Participants will learn teacher routines and techniques to address motivation and classroom-based discipline issues using proactive, positive strategies such as teaching expectations, designing schedules, using positive interactions, and establishing consequences for misbehavior at the secondary level as well as  be exposed to strategies needed to enhance instructional flow and increase student engagement. (9-12).

New!My Students have Trouble with Transitions: What Can I Do?

Descriptor:  “My students have a hard time with transitions!” Moving from reading to math; whole group to small group; and lining up for lunch/restroom are typical transitions. Utilizing effective transitions in the classroom helps teachers to minimize disruptions and behavior problems, maximize instructional time, and maintain optimal learning conditions. Daily transitions within the classroom and school involve careful time management and behavior management skills. This session focuses on strategies for educators to organize their management strategies, schedules, lesson plans and classrooms and schools for successful student transitions.

New!Systematic Supervision:  Being Active, Positive & Responding To Problems in Common Areas    

Descriptor:  Has your staff ever been taught HOW TO SUPERVISE?  This session focuses on teaching all school personnel how to engage in effective supervision that can lead to increased safety, contribute to a more positive school environment, and increase instructional time.  Learn how to increase safety in the common areas of the school (hallways, cafeteria, restrooms, etc.), convey high expectations for responsible student behavior, and respond skillfully to student misbehavior. 

New!Tier 3 of the RtI Framework for Behavior:  Functional BehaviorAssessment (FBA)

Descriptor:  Functional Behavioral Assessment provides the format for the assessment of students with behavior that impedes learning as well as for students who have misconduct that leads to the use of formal discipline.  Information from the FBA supports the IEP team in developing a Behavior Support Plan (a teaching plan) that promotes positive changes in student behavior.  This session focuses on providing school staff with knowledge and skills on behavioral assessment; outlines the basic conceptual framework of FBA with supporting information and links school staff to important resources that support the work with students whose behavior impedes learning.

New!Motivating the Unmotivated Student

Descriptor:  Throughout the school year, students sometimes begin to loose focus, and interest in school begins to wane. As a result, off-task behaviors begin to rise and classroom disruptions increase and instructional time is lost.  Learn how interaction, monitoring, effective instruction and arranging the classroom environment can increase student engagement and participation.  Participants will gain strategies that can be implemented immediately to improve students' motivation and active participation.

New!PBIS:  District Level Implementation

Descriptor:  This session covers essential features of a sustainable implementation of positive behavioral interventions and supports (PBIS) at all levels throughout large and small school districts. Topics include designing a full continuum of support, monitoring fidelity of implementation, using multiple data sources to set manageable priorities, creating a staff development plan, maintaining administrator commitment (district and building level), and dealing with staff resistance. Models of district implementation will be provided.

New!Comprehensive Behavior Management:  Programming for Students With Intensive Behavioral Needs  

Descriptor:  Students identified as “Behavior Disordered” or “Emotionally Disturbed” require a classroom environment that  requires careful planning and specific skills and strategies.  The goal of these classrooms is to “stack the deck” for success for these students by integrating teacher effective techniques and classroom management techniques so both the teacher and students can be successful. In this workshop, teachers who work with challenging students will learn the six proactive and preventative components that must be in place in order to teach students prosocial behaviors. Participants will learn how to create and implement each component within their own classrooms through demonstration, video and self-assessment.

Components of the Intensive Behavioral Needs Classroom

I             Interacting positively with students to build positive relationships
M          Monitoring student behavior through active supervision (point charts &
              level systems)
P           Preparing effective instructional lessons
A           Arranging the environment to promote positive behavior (schedules, rules, routines & rituals)
C           Correct consistently and effectively (positive and negative consequences)
T           Teaching all behavioral expectations (social skills)