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This behavior could look like many different things. In my block classroom this looked like a student asking for help when they are capable of doing it themselves and have been for weeks, sitting and doing nothing when they are assigned a task that they have been doing all week and last it could look like "playing dumb" and not participating when they are supposed to and are well aware of the expectation of them.

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The first way to help is figure out the student/students having these issues. Have an open conversation with them about why they may be acting out and how they may be feeling. This should be done after noticing this behavior more often than not. My first strategy would be individually working with the student 1 on 1 and if that isn't possible as a group break down directions and how to complete the assignment that they can understand. This should be done before completing an assignment to let children better understand what they are instructed to do. This specifically should be done with students showing signs of anxiety, overwhelmed, and inorganization. This can be done by covering everything up except what you are explaining to the child. Sometimes children may struggle on assignments because they have too much information for what the child can understand at once. Another strategy is looking at a larger reason why a child may be acting this way, their peers around them, where they are positioned in the class, the sequence of them reacting this way and try something new. Rearrange seating in the classroom to have students sit by someone who may be more motivated and observe if they work any differently. This should be done every few weeks for children to sit by new friends and motivate in different ways. This can be done by moving around seating on the carpet, at lunch or in desk chairs. For more serious scenarios a movement of the classroom can be beneficial as well.
how-to-breakdown- assignments.pdf (torontomu.ca)

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After trying Tier 1 strategies without reaction or success, move to tier 2. My first strategy I would recommend would be structured breaks in the classroom. I would make sure children have enough time to play and use motor activities to exercise themselves, so they don't get overwhelmed or overworked at a young age. This should be done when working for long periods of time or when they may need a cool off time. How I in my placement best saw this work for children was when they danced to instructional positive videos on YouTube by Jack Hartmann or when following different motor action videos like yoga for kids. Then watch for any improvement when going back to work after and reassess. Another strategy would be creating a behavioral contract. This should be done when students have repetitive actions without improvement, and they show signs of inorganization. These behavioral contracts create a way for students to hold themselves accountable for their actions and create structure for them that other students may not need. They also can visually see their own behavior and the consequences that may occur with additions to this behavior.
Learning to Count | Counting By 100's | Brain Breaks | Kid's Songs | Jack Hartmann - YouTube
Behavior Contract | PBIS World

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After trying all of tier 2 strategies applied without success move to tier 3 in more severe scenarios. My first strategy for this scenario would be peer tutoring for individual children. It allows more opportunities for children to get additional assistance that a main teacher may not be able to provide with all of her other students. Plus, the children can also get quicker responses and more ways to help assess each child. This should only be done when it is clear a student needs more one on one help and when a student is overwhelmed and frustrated. Peer tutoring can be done in a routine for children when they may not be great with change and a new system. But peer tutors should be given basic ground rules for children when they are assisting them as well. Another strategy for children is by teaching them relaxation strategies. These can be used anytime they may be feeling overwhelmed, anxious or tense. This should be done during a time they aren't feeling any of these emotions so they can understand how to cope when they are feeling them. It teaches them how to react in a positive way but also teaches them how to regulate their own emotions. This should be done when it is clear a student may be having an episode of anxiety and overwhelmed by his or her surroundings. This can be done very easily by counting to 10, teaching deep breathing, coloring or taking a moment to play eye spy with his or her surroundings. This teaches relaxation and a way for the child to destress when they are feeling all sorts of emotions.

Using Peer Tutoring to Facilitate Access | Reading Rockets

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References
References

Click the "References" link above to hide these references.

Center for Effective Collaboration and Practice. (n.d.). Classwide peer tutoring: Information for families, 1-3. Retrieved January 23, 2004 from http://cecp.air.org/familybriefs/docs/PeerTutoring.pdf

Cohen, J. (1986). Theoretical considerations of peer tutoring. Psychology in the Schools, 23(2), 175-186.

Cohen, P.A., Kulik, J.A., & Kulik, C.C. (1982). Educational outcomes of tutoring: A meta-analysis of findings. American Educational Research Journal, 19(2), 237-248.

Cook, S.B., Scruggs, T.E., Mastropieri, M.A., & Casto, G.C. (1985). Handicapped students as tutors. Journal of Special Education, 19, 483-492.

Education Programs That Work. (1995). Cooperative integrated reading and composition (CIRC) - Reading. Retrieved January 23, 2004 from http://www.ed.gov/pubs/EPTW/eptw4/eptw4c.html

Faculty Awards (2003). Retrieved January 30, 2004 from Vanderbilt University, Peabody College Web site: http://peabody.vanderbilt.edu/sped/faculty_awards.htm

Fantuzzo, J.W., Davis, G.Y., Ginsburg, M.D. (1995). Effects of parent involvement in isolation or in combination with peer tutoring on student self-concept and mathematics achievement. Journal of Educational Psychology, 87(2), 272-281.

Fantuzzo, J.W., King, J.A., & Heller, L.R. (1992). Effects of reciprocal peer tutoring on mathematics and school adjustment: A component analysis. Journal of Educational Psychology, 84(3), 331-339.

Fantuzzo, J.W., Riggio, R.E., Connelly, S., & Dimeff, L.A. (1989). Effects of reciprocal peer tutoring on academic achievement and psychological adjustment: A component analysis. Journal of Educational Psychology, 81(2), 173-177.

Fantuzzo, J.W., & Rohrebeck, C.A. (1992). Self-managed groups: Fitting self-management approaches into classroom systems. School Psychology Review. 21(2), 225-264. Retrieved February 24, 2004, from EBSCO Database.

Foot, H.C., Shute, R.H., Morgan, M.J., & Barron, A.M. (1990). Theoretical issues in peer tutoring. In H.C. Morgan, M.J. Shute, & R.H. Shute, (Eds.), Children helping children, (pp.65-92). New York: John Wiley & Sons.

Fuchs, D., & Fuchs, L.S. (2001). Creating a strong foundation for mathematics learning with kindergarten peer-assisted learning strategies. National Center on Accelerating Student Learning News: Promoting success in grades K-3, 3, 1-4. Retrieved January 22, 2004 from: http://www.vanderbilt.edu/casl/casl3.pdf

Fuchs, D., Fuchs, L.S., & Burish, P. (2000). Peer assisted learning strategies: An evidence based practice to promote reading achievement. Learning Disabilities Research & Practice, 15(2) 85-91.

Fuchs, D, Fuchs, L.S., & Kazdan, S. (1999). Effects of peer-assisted learning strategies on high school students with serious reading problems. Remedial & Special Education, 20, 309-319.

Fuchs, D., Fuchs, L.S., Thompson, A., Svenson, E., Yen, L., Al Otaiba, S., Yang, N., McMaster, K.N., Prentice, K., Kazdan, S., & Saenz, L. (2002). Peer-assisted learning strategies in reading: extensions for kindergarten, first grade, and high school. Remedial and Special Education (22), 15-21. Retrieved February 6, 2003 from: http://www.ldonline.org/ld_indepth/reading/peer_assisted.html

Fuchs, L.S., & Fuchs, D. (1995). Acquisition and transfer effects of classwide peer-assisted learning strategies in mathematics for students with varying learning histories. School Psychology Review, 24(4), 604-621. Retrieved January 30, 2004, from EBSCO Database.

Fuchs, L.S., & Fuchs, D. (2001). Principles for sustaining research-based practice in the schools: A case study. Focus on Exceptional Children, 33(6), 1-14. Retrieved January 22, 2004, from EBSCO Database: http://search.epnet.com/direct.asp?an=4765398&db=tfh

Fuchs, L. S., Fuchs, D., Hamlett, C. L., Phillips, N. B., Karns, K., & Dutka, S. (1997). Enhancing students' helping behavior during peer tutoring with conceptual mathematical explanations. Elementary School Journal, 97(3), 223-250.

Fuchs, L.S., Fuchs, D., & Karns, K. (2001). Enhancing kindergartners' mathematical development: Effects of peer-assisted learning strategies. The Elementary School Journal, 101(5), 495-510.

Gaustad, J. (1993). Peer and cross-age tutoring. ERIC Digest, 79, 1-7. Retrieved on February 24, 2004, from ERIC Database: http://eric.uoregon.edu/publications/digests/digest079.html

Gerber, M., & Kauffman, J.M. (1981). Peer tutoring in academic settings. In P.S Strain, (Ed.), The utilization of classroom peers as behavior change agents (pp.155-188). New York: Plenum Press.

Greenwood, C.R., Carta, J.J., & Hall, V. (1988). The use of peer tutoring strategies in classroom management and educational instruction. School Psychology Review, 17(2), 258-275.

Hall, T. & Stegila, A. (n.d). Peer mediated instruction and intervention. National Center on Accessing the General Curriculum. Retrieved April 3, 2003, from: http://www.cast.org/ncac/PeerMediatedInstructionandIntervention2953.cfm

Heller, L.R., & Fantuzzo, J.W. (1993). Reciprocal peer tutoring and parent partnership: Does parent involvement make a difference? School Psychology Review, 22, 517-534.

Johnson, D.W., Maruyama, G., Johnson, R., Nelson, D., & Skon, L. (1981). Effects of cooperative, competitive, and individualistic goal structures on achievement: A meta-analysis. Psychological Bulletin, 89, 47-62.

Kalkowski, P. (1995). Peer and cross-age tutoring. School Improvement Research Series, 18, 1-27. Retrieved February 24, 2004 from NW Regional Education Laboratory Web site: http://www.nwrel.org/scpd/sirs/9/c018.html

Light, P.L., & Littleton, K. (1999). Social processes in children's learning (pp. 91-100). Cambridge, England: Cambridge University Press.

Pigott, H.E., Fantuzzo, J.W., & Clement, P. (1986). The effects of reciprocal peer tutoring and group contingencies on the academic performance of elementary school children. Journal of Applied Behavior Analysis, 19, 93-98.

Rivera, D.P. (1996). Using cooperative learning to teach mathematics to students with learning disabilities. Spring LD Forum Council for Learning Disabilities. Retrieved January 22, 2004 from: http://www.ldonline.org/ld_indepth/math_skills/coopmath.html

Ryan, R.M., & Deci, E.L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68-78.

Mastropieri, M., Scruggs, T., Mohler, L., Beranek, M., Spencer, V., Boon, R.T., Talbott, E. (2001). Can middle school students with serious reading difficulties help each other learn anything? Learning Disabilities Research and Practice, 16(1), 18-27.

Maheady, L. (2001). Peer-mediated instruction and interventions and students with mild disabilities. Remedial & Special Education, 22(1), 4-15.

About PALS (n.d.). Retrieved January 22, 2003 from Vanderbilt University, Vanderbilt Kennedy Center Web site: http://kc.vanderbilt.edu/kennedy/pals/about.html

About PALS: PALS math (n.d.). Retrieved January 22, 2004, from Vanderbilt University, Vanderbilt Kennedy Center Web site: http://kc.vanderbilt.edu/kennedy/pals/about.html#math

About PALS: PALS reading (n.d.). Retrieved January 22, 2004, from Vanderbilt University, Vanderbilt Kennedy Center Web site: http://kc.vanderbilt.edu/kennedy/pals/about.html#reading

Salvin, R.E. (1990). Cooperative learning: Theory, research, and practice. Englewood Cliffs, NJ: Prentice Hall.

Schrader, B., & Valus, V. (1990). Disabled learners as able teachers: A cross-age tutoring project. Academic Therapy, 25, 589-597.

Steinberg, L., Dornbusch, S.M., & Brown, B.B. (1992). Ethnic differences in adolescent achievement: An ecological perspective. American Psychologist, 47, 723-729.

Stephenson, P. & Warwick, P. (2002). Peer tutoring in the primary science classroom. Investigating: Australian Primary & Junior Science Journal, 17, 11-14. Retrieved May 20, 2003 from: http://search.epnet.com/direct.asp?an=5053847&db=tfh

Topping, K. (1988). The peer tutoring handbook: Promoting cooperative learning. London: Croom Helm.

Utley, C.A. & Mortweet, S.L. (1997). Peer-mediated instruction and interventions. Focus on Exceptional Children, 29(5), 1-23. Retrieved February 24, 2004, from EBSCO Database.

Wentzel, K.R. (1999). Social-motivational processes and interpersonal relationships: Implications for understanding motivation at school. Journal of Educational Psychology, 91, 76-97.

References

Center for Effective Collaboration and Practice. (n.d.). Classwide peer tutoring: Information for families, 1-3. Retrieved January 23, 2004 from http://cecp.air.org/familybriefs/docs/PeerTutoring.pdf

Cohen, J. (1986). Theoretical considerations of peer tutoring. Psychology in the Schools, 23(2), 175-186.

Cohen, P.A., Kulik, J.A., & Kulik, C.C. (1982). Educational outcomes of tutoring: A meta-analysis of findings. American Educational Research Journal, 19(2), 237-248.

Cook, S.B., Scruggs, T.E., Mastropieri, M.A., & Casto, G.C. (1985). Handicapped students as tutors. Journal of Special Education, 19, 483-492.

Education Programs That Work. (1995). Cooperative integrated reading and composition (CIRC) - Reading. Retrieved January 23, 2004 from http://www.ed.gov/pubs/EPTW/eptw4/eptw4c.html

Faculty Awards (2003). Retrieved January 30, 2004 from Vanderbilt University, Peabody College Web site: http://peabody.vanderbilt.edu/sped/faculty_awards.htm

Fantuzzo, J.W., Davis, G.Y., Ginsburg, M.D. (1995). Effects of parent involvement in isolation or in combination with peer tutoring on student self-concept and mathematics achievement. Journal of Educational Psychology, 87(2), 272-281.

Fantuzzo, J.W., King, J.A., & Heller, L.R. (1992). Effects of reciprocal peer tutoring on mathematics and school adjustment: A component analysis. Journal of Educational Psychology, 84(3), 331-339.

Fantuzzo, J.W., Riggio, R.E., Connelly, S., & Dimeff, L.A. (1989). Effects of reciprocal peer tutoring on academic achievement and psychological adjustment: A component analysis. Journal of Educational Psychology, 81(2), 173-177.

Fantuzzo, J.W., & Rohrebeck, C.A. (1992). Self-managed groups: Fitting self-management approaches into classroom systems. School Psychology Review. 21(2), 225-264. Retrieved February 24, 2004, from EBSCO Database.

Foot, H.C., Shute, R.H., Morgan, M.J., & Barron, A.M. (1990). Theoretical issues in peer tutoring. In H.C. Morgan, M.J. Shute, & R.H. Shute, (Eds.), Children helping children, (pp.65-92). New York: John Wiley & Sons.

Fuchs, D., & Fuchs, L.S. (2001). Creating a strong foundation for mathematics learning with kindergarten peer-assisted learning strategies. National Center on Accelerating Student Learning News: Promoting success in grades K-3, 3, 1-4. Retrieved January 22, 2004 from: http://www.vanderbilt.edu/casl/casl3.pdf

Fuchs, D., Fuchs, L.S., & Burish, P. (2000). Peer assisted learning strategies: An evidence based practice to promote reading achievement. Learning Disabilities Research & Practice, 15(2) 85-91.

Fuchs, D, Fuchs, L.S., & Kazdan, S. (1999). Effects of peer-assisted learning strategies on high school students with serious reading problems. Remedial & Special Education, 20, 309-319.

Fuchs, D., Fuchs, L.S., Thompson, A., Svenson, E., Yen, L., Al Otaiba, S., Yang, N., McMaster, K.N., Prentice, K., Kazdan, S., & Saenz, L. (2002). Peer-assisted learning strategies in reading: extensions for kindergarten, first grade, and high school. Remedial and Special Education (22), 15-21. Retrieved February 6, 2003 from: http://www.ldonline.org/ld_indepth/reading/peer_assisted.html

Fuchs, L.S., & Fuchs, D. (1995). Acquisition and transfer effects of classwide peer-assisted learning strategies in mathematics for students with varying learning histories. School Psychology Review, 24(4), 604-621. Retrieved January 30, 2004, from EBSCO Database.

Fuchs, L.S., & Fuchs, D. (2001). Principles for sustaining research-based practice in the schools: A case study. Focus on Exceptional Children, 33(6), 1-14. Retrieved January 22, 2004, from EBSCO Database: http://search.epnet.com/direct.asp?an=4765398&db=tfh

Fuchs, L. S., Fuchs, D., Hamlett, C. L., Phillips, N. B., Karns, K., & Dutka, S. (1997). Enhancing students' helping behavior during peer tutoring with conceptual mathematical explanations. Elementary School Journal, 97(3), 223-250.

Fuchs, L.S., Fuchs, D., & Karns, K. (2001). Enhancing kindergartners' mathematical development: Effects of peer-assisted learning strategies. The Elementary School Journal, 101(5), 495-510.

Gaustad, J. (1993). Peer and cross-age tutoring. ERIC Digest, 79, 1-7. Retrieved on February 24, 2004, from ERIC Database: http://eric.uoregon.edu/publications/digests/digest079.html

Gerber, M., & Kauffman, J.M. (1981). Peer tutoring in academic settings. In P.S Strain, (Ed.), The utilization of classroom peers as behavior change agents (pp.155-188). New York: Plenum Press.

Greenwood, C.R., Carta, J.J., & Hall, V. (1988). The use of peer tutoring strategies in classroom management and educational instruction. School Psychology Review, 17(2), 258-275.

Hall, T. & Stegila, A. (n.d). Peer mediated instruction and intervention. National Center on Accessing the General Curriculum. Retrieved April 3, 2003, from: http://www.cast.org/ncac/PeerMediatedInstructionandIntervention2953.cfm

Heller, L.R., & Fantuzzo, J.W. (1993). Reciprocal peer tutoring and parent partnership: Does parent involvement make a difference? School Psychology Review, 22, 517-534.

Johnson, D.W., Maruyama, G., Johnson, R., Nelson, D., & Skon, L. (1981). Effects of cooperative, competitive, and individualistic goal structures on achievement: A meta-analysis. Psychological Bulletin, 89, 47-62.

Kalkowski, P. (1995). Peer and cross-age tutoring. School Improvement Research Series, 18, 1-27. Retrieved February 24, 2004 from NW Regional Education Laboratory Web site: http://www.nwrel.org/scpd/sirs/9/c018.html

Light, P.L., & Littleton, K. (1999). Social processes in children's learning (pp. 91-100). Cambridge, England: Cambridge University Press.

Pigott, H.E., Fantuzzo, J.W., & Clement, P. (1986). The effects of reciprocal peer tutoring and group contingencies on the academic performance of elementary school children. Journal of Applied Behavior Analysis, 19, 93-98.

Rivera, D.P. (1996). Using cooperative learning to teach mathematics to students with learning disabilities. Spring LD Forum Council for Learning Disabilities. Retrieved January 22, 2004 from: http://www.ldonline.org/ld_indepth/math_skills/coopmath.html

Ryan, R.M., & Deci, E.L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68-78.

Mastropieri, M., Scruggs, T., Mohler, L., Beranek, M., Spencer, V., Boon, R.T., Talbott, E. (2001). Can middle school students with serious reading difficulties help each other learn anything? Learning Disabilities Research and Practice, 16(1), 18-27.

Maheady, L. (2001). Peer-mediated instruction and interventions and students with mild disabilities. Remedial & Special Education, 22(1), 4-15.

About PALS (n.d.). Retrieved January 22, 2003 from Vanderbilt University, Vanderbilt Kennedy Center Web site: http://kc.vanderbilt.edu/kennedy/pals/about.html

About PALS: PALS math (n.d.). Retrieved January 22, 2004, from Vanderbilt University, Vanderbilt Kennedy Center Web site: http://kc.vanderbilt.edu/kennedy/pals/about.html#math

About PALS: PALS reading (n.d.). Retrieved January 22, 2004, from Vanderbilt University, Vanderbilt Kennedy Center Web site: http://kc.vanderbilt.edu/kennedy/pals/about.html#reading

Salvin, R.E. (1990). Cooperative learning: Theory, research, and practice. Englewood Cliffs, NJ: Prentice Hall.

Schrader, B., & Valus, V. (1990). Disabled learners as able teachers: A cross-age tutoring project. Academic Therapy, 25, 589-597.

Steinberg, L., Dornbusch, S.M., & Brown, B.B. (1992). Ethnic differences in adolescent achievement: An ecological perspective. American Psychologist, 47, 723-729.

Stephenson, P. & Warwick, P. (2002). Peer tutoring in the primary science classroom. Investigating: Australian Primary & Junior Science Journal, 17, 11-14. Retrieved May 20, 2003 from: http://search.epnet.com/direct.asp?an=5053847&db=tfh

Topping, K. (1988). The peer tutoring handbook: Promoting cooperative learning. London: Croom Helm.

Utley, C.A. & Mortweet, S.L. (1997). Peer-mediated instruction and interventions. Focus on Exceptional Children, 29(5), 1-23. Retrieved February 24, 2004, from EBSCO Database.

Wentzel, K.R. (1999). Social-motivational processes and interpersonal relationships: Implications for understanding motivation at school. Journal of Educational Psychology, 91, 76-97.

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Using Peer Tutoring to Facilitate Access

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Peer tutoring links high achieving students with lower achieving students or those with comparable achievement for structured learning. It promotes academic gains as well as social enhancement. This brief discusses three research-supported peer tutoring strategies: Cross-Age Tutoring; Peer-Assisted Learning Strategies (PALS); and Reciprocal Peer Tutoring (RPT).

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This behavior could look like many different things. During my block experience this looked like blurting certain answers out without a quiet raised hand, getting up from the carpet or table chairs without asking a teacher and talking to peers when they are supposed to be listening to teachers or a story.

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By observation of a course of a few days' teachers are able to figure out students who are consistently disruptive. By this I mean students who are more frequently than not disrupting class and bothering students who need assistance. My first strategy for students would be acknowledging positive behavior when a student makes a good decision. This should be done when a student does something out of the ordinary in a positive manner and the teacher notices and gives them praise. When giving praise it is important to show your excitement to the student, by clapping, giving a hug or even a sticker. Another strategy to try is redirection in the classroom. This strategy is used when children need to be placed in another direction to get them back on track. This strategy is most effective because it saves instructional time and put the children back on track.  It should be done when students may be misbehaving, overwhelmed or lost when doing something else. This should be done in a short 1-2 sentences to put students in a positive direction and in a clear understood way for children to learn.
Praise's magic reinforcement ratio: Five to one gets the job done. (apa.org)
Responsive Classroom

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After trying out tier 1 strategies without any type of success we would move on to tier 2. The first strategy for tier 2 would be mentoring with the student. Mentoring by using a personal connection with the child to help them to stay on task and try it out themselves. Also, this teaches accountability, encouragement and support. This strategy should be done when the disruptions affect the whole class, making one another act in a negative way or when the student does not respond to any other strategy. The students should placed with only one mentor instead of switching them around. Change doesn't always work well with young students and having a different mentor consistently doesn't help give students positive help. Another strategy for students to try is non-verbal cues and signals. I really like this strategy for the way it makes the student feel. It helps direct the student in a positive manner without drawing negative attention to the student. It also is very quick and saves instructional time when in a hurry with lots of students. I feel this is the best way for children to be treated in this sort of scenario because it doesn't embarrass the student by being called out in front of the class and it keeps the relationship between students and teachers different for every student for, they will each have a different signal and bond. It's used when quickly trying to tell a student to stay on task within a group of students without physically having to tell the student. Each student that would be disrupting the class would individually talk to the teacher to create a signal for that child to see, to know the expectation of the child and to be redirected.
PBIS - Wayne RESA
NACE Curriculum Audit©

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School-wide Positive Behavior Support (SWPBIS) is a proactive approach based on a three-tiered model of prevention and intervention aimed at creating safe and effective schools with a primary purpose of supporting students with disabilities within the least restrictive environment. Emphasis is placed on teaching and reinforcing important social skills and data-based problem-solving to address existing behavior concerns. SWPBIS is being implemented in thousands of schools across the country and has been demonstrated to reduce discipline problems and increase time for instruction.

Wayne RESA offers PBIS resources and support to schools within Wayne County. Currently over 280 Wayne County schools are implementing PBIS. Feel free to download any of the documents included on this page or contact Chris McEvoy or Kayrl Reynoso for more information.

23-24 PBIS Coaches/Coordinator Meetings

Th: 9/28/23 - 8:30am - 12pm

T: 12/5/23 - 8:30am - 12pm

Th: 2/29/24 - 8:30am - 12pm

T: 5/14/24 - 8:30am - 12pm

All Meetings will be held in Boyd's Auditorium.

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PBIS - Wayne RESA is a regional educational service agency that offers a wide range of services and support to the 33 school districts and 103 public school academies in Wayne County.

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After trying the tier 2 strategies if no form of the students progressing, we will move to tier 3 reinforcements. My first strategy is teaching social skills to students. This is great for students who are having trouble learning not to disrupt or add attention during times when it is not wanted. It helps students figure out ways for when social skills are wanted and unwanted. Social skills also help children function better in class as well. This strategy is best used when students are feeling on the outside, lonely or that they are misunderstood. This strategy can be used when trying to not only communicate positively but also when they need to discuss something negative as well. First, it should be discussed as a group, then as small groups, then lastly individually or with specific intentions. It can be used to talk manners, feelings or help when students or individuals are conversing. My second strategy is time out (structured time out) for students to be reminded of positive behaviors. This is a great way for not only students to see a consequence for their actions but also give themselves a break to cool off and think about why they are sitting. This also shows other students the expectation for them to behave and what could happen if they choose not to. This should only be done when the student is not responding to any other methods and when they need a consequence. The best way to do this is by consistently reminding the student of the expectation and when enough is enough they take a seat in a designated chair with a timer to keep track of how long they must take a break for. After this the teacher will talk with the student and explain to them what went wrong and what they must make a better decision of next time.
A comprehensive guide to time management for students: Raw facts only - TakeCareStudy
Trouble With Social Skills | Understood

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A comprehensive guide to time management for students: Raw facts only - TakeCareStudy

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We can agree that time is the most precious resource nowadays, and there is always not enough time to finish all the necessary things. Also, this rule is useful to the college or university experiences when students must follow the routine and do their best to finish the duties and assignments.

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Each section and information from the same website and using my own connections from my block cite to each. 

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Each section and information from the same website and using my own connections from my block cite to each. 

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PBIS World | A Complete Tier 1 Through Tier 3 Positive Behavior Interventions & Supports System

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PBIS World | A Complete Tier 1 Through Tier 3 Positive Behavior Interventions & Supports System

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PBIS World is in no way affiliated, associated, or connected with any other website, entity, organization, or federal, state, local, or other government agency, department, program, policy, organization, or initiative.