1. Supporting Behavior for School Success
Presented by
Lori Holt and Stephanie Hays

2. Who we are and why we are here
Lori Holt-With the Coop for 30 years
Present position at the Instructional Learning Center (previously known as the Day school)
Past position as an High school Instructional teacher
Stephanie Hays-With the Coop for 18 years
-Present positon at the Instrustional Learning Center
-Past positon as everything you can ever imagine. 
Why we are here..
We went to the behavior symposium in February of last year and attend the seminar “Supporting Behavior for School Success” presented by Kathleen Lynne Lane.
This seminar was WONDERFUL!!
We wanted to share with all of you the great ideas that we felt were applicable regardless of grade level or abilities. These ideas are easy to use in the classroom and take little or no extra time or investment

3. Video clips
(classroom rules)
(classroom expectations for high school)
(new year)
(motivational)
(Art classroom-PBS classroom)

4. Teacher level Strategies
1. Get to know your students

5. Teacher level strategies
Collaborate with your team and specialists

6. Team members Parents Educational advocate
Administration-both buildings
Para-professionals
Speech and language
Adaptive PE
Social worker
Occupational Therapist
Physical Therapist
Assistive Technology
Bus drivers
Bus Paras
Outside agencies

7. Specialist for the Cooperative
Reading specialist-Yvonne Michaud
Math Specialist-
Assistive technology-
Autism Specialist-Gail Bauer
Functional Specialist- Dawn Gresham, Melissa Woods
Behavior specialist-Doug VonEhrenkrook
IEP readers-Stephanie Brown, Rose Daffron,

8. Increasing Opportunity to Respond

9. OTR checklist 1. identify the lesson content and objective
2. prepare a list of questions, prompts, or cues
3. determine modality content will be delivered
4. determine modality students will respond
5. explain to expectations to students
6. Conduct lesson with 3 OTRs per minute
7. Respond to student answers and evaluate
8. Offer and accept feedback

10. Behavior Specific Praise

11. BSP Steps to delivering BSP
Evaluate current rates of general and behavior specific praise
Identify the behaviors you want to reinforce
Practice the delivery of BSP
Observe student behavior
Provide BSP
Monitor BSP delivery
Seek student feedback

12. BSP

13. Active Supervision
Active supervision is the use of “specific and over behaviors”
1. Proximity
2. Reinforcement-can be BSP
How to implement
Identify activity that would benefit most from active supervision
Ensure that routine for the target activity is understood by students
Provide cues or prompts
As the activity starts scan and monitor
Signal awareness of students through proximity, prompts, and non-verbal communication
Manage infractions and off task efficiently, privately, predictively, and with positive interactions
At the end of activity give positive feedback and allow students to give positive feedback

14. Active Supervision

15. Instructional Feedback
- Teaching strategy for providing specific information to students about their performance with the purpose of clarifying misinformation, confirming and fine-tuning understandings, or restructuring current schemas. (Butler & Winne, 1995)
Instructional feedback should be used when students have a base of understanding of the new learning and are working toward proficiency and fluency.

16. Implementing Instructional Feedback Checklist for Success (High school level)
Step 1: Identify learning goals
Step 2: Provide instruction to meet established goals
Step 3: Provide clear directions and checks for understanding
Step 4: Plan opportunities for practice and feedback
Step 5: Implement active supervision and provide instructional feedback
Step 6: Provide time and direction for students to review work or have additional opportunities to practice
Step 7: Evaluate instructional practices
Step 8 Offer students an opportunity to give feedback on how instructional feedback is being offered.

17. High probability request sequence
A high probability request- is a request to which a student will complete willingly under most conditions.
A low-probability request- is one that often results in a challenging or inappropriate behavior.
The "high-probability request sequence" involves both kinds of requests.[1]
When using this strategy the teacher first chooses a target behavior that is not usually performed when requested. Then he or she quickly asks the learner to do several tasks that he or she normally does willingly (the high-probability requests), followed immediately by an instruction that's more difficult or less popular (the "low-probability request"). The learner is praised or rewarded after complying with each request. The effectiveness of this approach in leading the learner to associate the target behavior with the high probability behaviors, and thus perform it more readily when asked.

18. HPRS

21. Instructional Choice

22. Instructional Choice Instructional Choice allows you to:
1. Assess student preferences
2. Increase student opportunity to make choices
3. Use choices as an intervention
4. Gives students more of an ownership into their own learning

23. Instructional Choice

26. Instructional Choice example

27. Review *Teacher level Strategies -Get to know your students
-Team collaboration
*Increase Opportunity to respond
-Choral responding/response card
*Behavior Specific Praise
-Praise statements that include reference to the specific behavior ( SAY: Ava, that you for lining up quietly for lunch. NOT: stand in a straight line.)

28. Review cont. *Active Supervision –
- the use of “specific and over behaviors” – SMILE – Scan, Move, Interact, Learn and Encourage
*Instructional Feedback –
- focus on the better understanding of the relationship between instruction and student learning.
*High Probability Request Sequence -

29. Review cont. Precorrection -
-Anticipating activities, areas of classroom/school, or times of the day that are likely for problem behaviors, and addressing with preventative strategies