Behavior Classroom Module Outline
Preface
Basics of PBS/RtI
Modules
1. Staffing *(Administrators Module)

Student/Teacher Ratios
INCLUSION/ GEN EDU CLASSROOM SUPPORT:
- No law exists to govern exact numbers or ratios of sped : gen edu populations in
classrooms
- "Best practice" suggests if sped teacher is providing direct inclusion support to a
classroom, students with disabilities should make up no more than 1/3 of the classroom
- "Best practice" suggests if sped teacher only provides consult support for a classroom,
students with disabilities should make up no more than the natural proportion (~ 10%)
- Rank students on a scale 0-3 (0=no need, 1= mild, 2= moderate, 3= high) for behavior
and 0-3 for academic supports, when assigning students to classrooms, attempt to keep the total
number of behavior points in that classroom to 5 or less (ie: you can reasonably handle 4-5
students with mild needs, 2-3 students with moderate need, and 1-2 students with high need in
one class period).
* Figures/Handouts needed for this section:
- Inclusion models diagram & handout- MC
BEHAVIOR CLASSROOM:
- At a base, two staff are necessary (one to teach social skills, one to monitor and respond to
crisis) A third staff is helpful to balance the data collection and paperwork load
- More severe students would increase the needs -- this will be addressed in the severity
Checklist

Severity Checklist
- Staffing should be based on some sort of formula that takes into the number of students
in need of behavior support AND severity of the student need
- To assess severity, create a checklist of indicators that make a student more severe then
the average student in need of sped services ("special of the special")
- Complete the checklist and assign appropriate "points" for students anticipated to be at
that campus the following year
- Tally the points and divide by a pre-determined point value
- Take the number from schothe program size calculation and the number from severity
calculation and add them together = total FTE for that campus.

Staffing Models
INCLUSION/ GEN EDU CLASSROOM SUPPORT
- Staff support should be designed by either grade level or content area-- both have pros
& cons, decide based on campus schedule & collaborative planning.
- Grade level- work across contents, become "expert" on the students,
accomm/mods, etc., works well in schools that do grade level teams
- Content area- work across grade levels, become an "expert" in the content and
accom/mods, works well in schools that do content area teams
- Campuses may consider "spiraling" sped inclusion support, teachers would follow
students as they progress through the grades-- but this technique also has pros & con*
*Figures/Handouts needed for this section:
1) Staffing behavior models - diagram- SM
2) Severity Checklist- SM
BEHAVIOR CLASSROOM:
Characteristics of Quality Behavior Teachers
- Behavior knowledge (especially of Reinforcement, Functions of
behavior, ABA)
- Management Skills (Team building, organization, delegation)
- Collaboration

Classroom Quality Indicators
* Figures/Handouts needed for this section:
- Spreadsheet for ranking students 1-3 based on mild, moderate & high needs- MC
- Interview questions - behavior teacher- SM
- Classroom Quality Indicators- SM
 Master Scheduling

2.
Roles and Responsibilities

Behavior Teacher

Behavior Assistants

Inclusion Teacher
- Help ensure accommodations/modifications for academics & behavior are being
implemented in gen edu classroom
- Follow BIP and help monitor behavior goals
- Communicate with behavior staff/folder teacher regarding concerns (about both
behavior & academics)

Gen Ed Teacher
- Responsible for primary/initial academic instruction and remediation as necessary
- Follow BIP and help monitor behavior goals
- Provide work for students when they are out of instruction for behavior support
- Help students transition back to the general classroom setting after being pulled for
behavior support by:
- Providing time/opportunity to catch up on missed instruction
- Allowing student to start fresh with a clean slate
- Communicate with behavior staff/folder teacher regarding concerns (about both
behavior & academics)

Administrators

School Resource Officers
* Figures/Handouts for this secion:
1) Side by side roles comparison (matrix or list)- MC
3.
Building Relationships

Students
- Greet at the door (Sugai Research....)
- Social contracts/class meetings/student by-in to class rules - Not sure we can us this --copy righted
- Positive postcards/calls home
- Good things, birthday cards, etc.
- Deposits in the emotional bank account!

Teachers
- Kudos/FISH cards
- Be aware of your language (avoid absolutes: "always", "never", avoid attacking the person
"you...")
- Validate teacher concerns/frustrations
- Ask questions in order to brainstorm solutions

Parents
- Listen and validate their feelings
- contact before behavior occurs-- build relationship early!

Administrators
- If you bring a problem, be prepared with a solution
- Clarify roles regarding discipline before school starts
* Figures/Handouts needed for this section:
- Example postcard template- MC
- Example kudos/FISH template- MC
- "questions to ask teachers" list- SM
- list of absolute statements and how to re-word- MC
- questions to address/clarification questions for administrators- SM
4.

Daily Routines
Check-In/Check-Out
- Prepare students for day
* Figures/Handouts needed for this section:
- CICO Checklist - SM

Student Monitoring
- Data Collection
- Proactive De-escalation
- Teacher support & PR
- Student Accountability

Reinforcements and Punishment
* Figures/Handouts needed for this section:
- Reinforcement/Punishment diagram (with characteristics)- SM
- Reinforcement/Punishment Quadrant Handout- SM
- Student monitoring checklist- SM
5.
Social Skills Instruction
 Important Components
 Grouping Students
 Curriculum recommendations
* Figures/Handouts needed for this section:
- Available Curriculums and Purpose (maybe X/O document)- SM
- Student grouping diagram- SM
7.
Responding to Behaviors
 Minor
- Speak & Spin
- Peer Praise
- Private Conversations
- Signals
 Chronic
 Violent
* Figures/Handouts needed for this section:
- Available Interventions spreadsheet-SM
8.
Data Collection
 Scaling Behavior
* Figures/Handouts needed for this section
Scaling Behavior template (tier 3)- SM
Scaling Behaviors example- SM
 Conducting FBAs
* Figures/Handouts needed for this section
- FBA Process document- SM
- BIF Document- SM
- ABC Document- SM
- Frequency Document- SM
- Intensity Document- SM
- Reinforcement Document- SM
- Forced Choice Document- SM
 Writing BIPs
* Figures/Handouts needed for this section
- BIP document- SM
 Writing Goals and Objectives
- collaboration with gen edu & academic inclusion teachers
- The 6 C process (copywright with Reg 4-- need to change, different steps?)
- Components of a well written goal/objective (ABC's? rename?)
* Figures/Handouts needed for this section:
- goals worksheet (examples & nonexamples)- MC
- GL TEKS/ College & Career Readiness examples- MC
- (other handouts from Goals & Objectives training?)- MC