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School-Wide Positive Behavior Support Eight Major Components

School-Wide Positive Behavior Support Eight Major Components . Nancy Franklin 213 241 8167 nancy.franklin@lausd.net. In our local district, we are especially proud of……… We know that we are going to be proud of our schools in this work too. What will success look and sound like?.

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School-Wide Positive Behavior Support Eight Major Components

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  1. School-Wide Positive Behavior SupportEight Major Components Nancy Franklin 213 241 8167 nancy.franklin@lausd.net

  2. In our local district, we are especially proud of………We know that we are going to be proud of our schools in this work too. What will success look and sound like?

  3. Administrative Leadership and Support School leaders actively support the adoption, implementation and maintenance of School-Wide Positive Behavior Support.

  4. Team-based Implementation The School-Wide Positive Behavior Support team is composed of members from all stakeholder groups (administrator, general educator, special educator, classified staff, support staff, parents, and students).

  5. Behavioral Expectations Defined A small number (3–6) of positively stated expectations are in place for all students and staff. Behavior expectations need to be concrete, positive behaviors so that every student, staff, and family can remember and follow them.

  6. Behavior Expectations Taught Behavioral expectations are taught to all students through explanation, modeling, practicing, and processing on a regular and ongoing basis

  7. Acknowledge and Reinforce Appropriate Behavior Appropriate behaviors are modeled by all students, staff, and families and are acknowledged and reinforced on a regular and ongoing basis.

  8. Monitor and Correct Behavioral Errors Consequences are consistent and are developed for a continuum of behavioral errors.

  9. Data-based Decision Making Data is analyzed and used to guide decisions.

  10. Family and Community Collaboration Partnerships are built between the school, home, and community. Family and Community Collaboration Partnerships are built between the school, home, and community.

  11. Impossible is just a big word thrown around by those who find it easier to live in the world they've been given than to explore the power they have to change it.  Impossible is not a fact.  It's an opinion.Impossible is not a declaration; it is a dare.

  12. Your task is to address some lines of inquiry:What will this look like in my local district? How would I know that this exists? What would I observe at a school site? What data would I review?

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