Establishing a Social and Behavioral Context for Academic Learning Mindee O’Cummings

1. Establishing a Social and Behavioral Context for Academic Learning Mindee O’Cummings

2. Session Agenda During this session, we will: • Review strategies to promote positive behavior and discourage negative behavior • Explore ways encourage implementation of these strategies through the subgrantee monitoring process

3. Session Objectives • Gain an understanding of school/facility, classroom, and individual strategies • Consider ways of promoting these, and other strategies, though subgrantee monitoring

4. Relationship Between Context and Academics Improved Student Achievement

5. Institutionwide/Schoolwide Strategies Foster communication and collaboration • A systemwide approach can reduce negative and increase positive behaviors and social interactions. • Collaboration and coordination is required among facility and school leadership, teachers, and other staff. • Focus is on reinforcing positive behavior rather than using punitive tactics for disciplinary infractions. Positive Behavioral Interventions and Supports (PBIS, or PBS) is a research-based framework that has been used in juvenile justice facilities for implementing schoolwide systems of behavioral support to help prevent and reduce problem behavior. For more information, see http://www.neglected-delinquent.org/nd/resources/spotlight/spotlight200601b.asp

6. Institutionwide/Schoolwide Strategies Nurture relationships with colleagues, families, and students • Colleagues: Drawing on relationships with colleagues and behavior experts can be an effective way for teachers to gain insights and advice about managing classroom behavior. • Families: Promoting involvement in learning is essential and has been identified as the single most important determinant of success for at-risk children and youth. • Students: Personal relationships can provide motivation to the student as well as insight for the teacher.

7. Learning environment Involve the class in developing classroom behavior expectations. Promote an environment in whichstudents feel safe, cared for, and respected. Model the classroom behaviors and routines. Provide ample opportunities for student practice. Provide students with immediate feedback for inappropriate behavior, and give praise for appropriate behavior Institutionwide/Schoolwide Strategies Learning environment encompasses the physical arrangement of the classroom (seating, lighting, layout, posters) and classroom management techniques, rules, routines and regulations

8. Classroom Strategies Teach and reinforce skills to promote appropriate behavior • Activelyteach students socially and behaviorally appropriate skills to replace problem behaviors. • Help students learn how, when, and where to use these new skills. • Infuse explicit instruction of positive behavior into the regular school day to reduce disruptive and aggressive behavior (e.g., conflict resolution skills, strategies to manage emotions and impulses, and effective interpersonal communication skills).

9. Classroom Strategies

10. Individualized Strategies Understand the Behavior

11. Resources NDTAC has published a paper on the conditions for learning that identifies the powerful social and emotional factors affect learning. Seehttp://www.neglected-delinquent.org/nd/resources/spotlight/cflbrief200803.asp NDTAC has also published an issue brief describing Positive Behavioral Interventions and Supports (PBIS) and highlighting a few juvenile justice agencies that are currently implementing it. See http://www.neglected-delinquent.org/nd/resources/spotlight/spotlight200601b.asp The following programs, supported by the U.S. Department of Education, have Web sites that offer evidence-based strategies for behavior: Doing What Works, http://dww.ed.gov Technical Assistance Center on PBIS, www.PBIS.org