Behavior and Classroom Management
Practical Strategies and Resources that Get Results
Although our specialists take great care to embed behavior strategies into all of our instructional and academic sessions, these highlighted sessions provide specialized tools for classroom teachers and administrators to create an efficient, effective, and positive climate.
|October 16, 2019||November 15, 2019||December 13, 2019|
|February 7, 2020||March 6, 2020||May 15, 2020|
|June 5, 2020|
The Trauma and Mindfulness training is designed to help educators understand the impact of trauma on brain development and mental health; how students with trauma backgrounds respond behaviorally; trauma-informed classroom strategies; and simple mindfulness exercises to cope with stress and reduce trauma reactions. This training uses a train-the-facilitator approach. Each campus should send two or more staff members (preferably counselors, social workers, or lead teachers) to be trained as facilitators, who will then return to their campuses to train other faculty and staff.
Building an Effective Toolbox for Teacher Development in Classroom Management
October 8, 2019
Classroom management is one of the biggest barriers to effective classroom instruction. It is an even bigger barrier for emerging teachers. Social Studies teachers have a responsibility to know their students, effectively organize their rooms, teach appropriate technology usage, develop and model culturally responsive rules and procedures, and most importantly, set high expectations, all while teaching dozens of TEKS. During this session, teachers will review and evaluate their own beliefs about classroom management, as well as discover new insights, concepts, strategies and interventions that address behavioral and organizational challenges that emerging social studies teachers may face in their classroom. DETAILS
Professionalism and Ethics Training - Texas Educators' Ethics Training (TOT)October 8, 2019
This is a TOT designed for campus and district leadership to train their staff. It will emphasize the understanding and awareness of what behavior constitutes inappropriate educator conduct, as well as teach strategies to recognize, prevent, and respond to inappropriate conduct. Participants will be able to strengthen their knowledge of appropriate conduct regarding interactions and relationships with students within the classroom and community. This training consists of video scenarios, reflections, performance tasks, and assessments. DETAILS
CHAMPS: A Proactive & Positive Approach to Classroom Management
The CHAMPS: A Proactive & Positive Approach to Classroom Management session is designed to help participants manage student behavior and increase student motivation, acquire information to assist in developing or strengthening classroom management plans, identify and maintain the effective parts of current classroom management plans while concurrently identifying and strengthening areas of need, acquire knowledge, ideas, and suggestions that can have a positive benefit on behavior and motivation for students. Participants will walk away from this 2 day session with the knowledge and skills to be confident and successful in dealing with students.
Classwide Positive Behavior Interventions and Supports
Class-Wide Positive Behavioral Interventions and Supports (CWPBIS), are a critical element necessary for implementing PBIS school-wide. The training will cover: (a) foundations of PBIS, b) behavioral principles, c) CWPBIS practices, and d) data collection. At the end of the training, participants should be able to: identify basic principles of behavior and understand their application in classroom management, maximize structure in the classroom, establish expectations and encourage students to follow these expectations, implement strategies to decrease inappropriate behavior, collect data to make decisions about behavior supports in the classroom, and differentiate levels of behavioral support as needed.
Classwide Positive Behavior Interventions and Supports – Training of Trainers (TOT)
Class-Wide Positive Behavioral Interventions and Supports (CWPBIS) Training of Trainers is a three day training that will encompass the critical elements necessary for implementing PBIS school-wide. The training will cover: (a) foundations of PBIS, b) behavioral principles, c) CWPBIS practices, and d) data collection. At the end of the training, participants should be able to: identify basic principles of behavior and understand their application in classroom management, maximize structure in the classroom, establish expectations and encourage students to follow these expectations, implement strategies to decrease inappropriate behavior, collect data to make decisions about behavior supports in the classroom, and differentiate levels of behavioral support as needed.
Functional Behavior Assessment (FBA) for ALL Students
A Functional Behavior Assessment (FBA) is a systematic, evidence-based process for assessing behavior and the context in which it occurs that has been established as a proactive approach that can be used at the first signs of challenging behavior. A primary goal of a FBA is to guide the development of effective, positive interventions based on the function (purpose) of the behavior. During this 2-day training, participants will:
Shouting Won’t Grow Dendrites: 20 Techniques to Detour Around the Danger Zones
Presented by Dr. Marcia TateOctober 29, 2019
Have you ever noticed that the louder some teachers get when reprimanding students, the louder those students also become? Learn techniques for managing an active, brain-compatible classroom without ever raising your voice. Experience five techniques that proactive classroom managers use to avoid problems in the first place. Learn to 1) develop a relationship with each student; 2) Create a physical classroom environment that is conducive to optimal learning; 3) Deliver engaging lessons with the use of brain-compatible strategies; 4) Develop a proactive management plan; and 5) tackle the most challenging 10% of students by using techniques which appear to work with such chronic behavior disorders as attention-deficit, conduct, or oppositional disorder. You will also experience the bonus of learning to create a home environment which minimizes stress and maximizes calm! DETAILS
Increasing Equitable Disciplinary Practices: Developing Data-Systems to Assess, Monitor, and Make Informed Decisions
October 29, 2019
Research surrounding alternatives to reactive exclusionary discipline practices have identified proactive and positive strategies that show great promise for reducing discipline disparities. One such strategy is to make data-based decisions. This session will discuss how to use discipline data to assess, monitor, and make informed decisions. Presenter: Dr. Ambra Green. DETAILS
Overview of Manifestation Determination Reviews for Administrators
This training will review the discipline process for students with disabilities, and the campus administrator’s role in the process. Topics will include the legal requirements for discipline of a student with disabilities, as well as how to conduct a manifestation determination review (MDR).
T.E.A.M.S. that Win: Effective Practices for Meeting the Needs of Diverse Learners Series
This training series applies the Universal Design for Learning (UDL) and Positive Behavior Interventions and Supports (PBIS) frameworks to content-specific Texas Essential Knowledge and Skills (TEKS) instruction. The knowledge and skills learned will support student achievement, impacting STAAR® success.
Trauma-Informed Practices for Early Childhood Providers - Relationship-Based Approaches that Support Healing and Build Resilience in Young Children
November 14, 2019, December 17, 2019 and February 20, 2020
Join us as Julie Kurtz; author, coach, and national presenter, takes us through the critical elements of Trauma Informed Practices for children ages birth to 6 years old. Learn how to build a child's health, healing, and resiliency through evidence-based strategies. This two-day series will provide an overview on the neurobiology of trauma, the impact of toxic stress on a child and adult, the Adverse Childhood Experiences Study (ACES) and neuroplasticity. Participants will gain an understanding of how trauma impacts the child's brain, their behavior, their learning, and overall development. Participants will walk away understanding the difference between a challenging behavior and trauma trigger. Trauma-informed teaching strategies will be explored. DETAILS
Building Relationships Through Circles
Restorative Practices are a relational approach to building school climate that fosters belonging over exclusion and social engagement over control. This fun and energizing session will look at practical ways to implement Restorative Practices to build relationships through circles in the classroom. Come learn how this process can change your classroom climate and student behavior for the whole school year. Multiple resources will be shared. This is not just another initiative! This is an opportunity to build student social skills for success and regain our love for our profession by building strong connections with students.
Circle-Up: Positive and Restorative Practices for Relationship Building and Conflict Resolution Training of Trainers (TOT)
This training will provide a more comprehensive look at the use of circles as one of the restorative discipline practices. Training will include defining key features of different types of circles, participating in and experiencing a variety of circles, practicing facilitation of different types of circles, identifying ways to evaluate the fidelity of the use of circles, and identifying implementation strategies that will facilitate an effective roll-out of different types of circles.
Alternatives to Suspension
November 22, 2019
This full-day session will review multiple alternatives to out-of-school suspension and strategies to support their use. A variety of activities will be used to encourage participant reflection on disciplinary mindset and practices, stakeholder support for non-exclusionary forms of discipline, and application of alternative strategies to case-study scenarios. DETAILS
Tier 2 Systems
December 6, 2019
The Positive Behavior Interventions and Supports (PBIS) Tier 2 Systems training will assist school teams in implementing Tier 2 Systems of the PBIS framework. This training will focus on a systems approach to the provision of supports for small groups of students who have not responded to Tier 1 efforts.
Registration for this training requires that participants have completed the Tier 1 Team Training and have knowledge in implementing Tier 1. The Tier 2 team may consist of 3-8 individuals including an administrator as well as general and special education teacher, counselor and individuals with behavioral expertise. DETAILS
WHERE THE WILD THINGS ARE: Songs and Strategies to Support Young Children with Challenging Behaviors
Sing, Play, Love
Discover how to blend intervention and prevention to help children who exhibit challenging behaviors, while guiding children toward positive self-esteem and school success. Dr. Anne Meeker will describe ways music- and play-based strategies can support the work of teachers desiring to implement the Teaching Pyramid model and Positive Behavioral Interventions and Supports (PBIS). Learn how to build supportive relationships with all children as you teach the social and emotional skills children need to learn and grow. DETAILS
School-Wide Information System (SWIS) Facilitator Training
January 27-29, 2020
This 2.5 day training focuses on using SWIS, teaching others to use SWIS, working with schools to prepare for SWIS compatibility, and working with teams/coaches to apply a data based, decision-making model. Contact Shelley Garza, firstname.lastname@example.org to register for this training.
Social and Emotional Needs of Gifted/Talented Students
Build a working knowledge of the intense feelings and sensitivities of the gifted student. Learn to recognize and interpret the behaviors of gifted children and how these behaviors can affect their social growth and academic achievement. Participants will explore strategies to increase gifted students' awareness of their own social development and how it impacts their academic achievement.
Equitable Student Codes of Conduct
February 13, 2020
Student codes of conduct drive educators’ use of disciplinary strategies, have the potential to reduce explicit bias in the discipline process, and improve equity in discipline outcomes. This six-hour workshop will identify strategies for developing culturally responsive codes of conduct that support the use of restorative discipline and PBIS. Participants are encouraged to bring a copy of their district or school code of conduct and a laptop. DETAILS
Tier 2 Interventions
February 25-26, 2020
The PBIS: Tier 2 Interventions training will assist schools in implementing Tier 2 interventions of the Positive Behavior Interventions and Supports (PBIS) framework. This training will focus on targeted interventions for small groups of students or provide simple individualized strategies for those students who have not responded to Tier 1 efforts.
Registration for this training requires that participants have completed the Tier 2 Systems, (1 day training prior to Tier 2 Interventions) and have knowledge in implementing Tier 1. Additionally, participants will need to attend all three days as a Tier 2 team. The team may consist of 3-8 individuals including an administrator as well as teachers, special education teachers, counselor and individuals with behavioral expertise. If your team is interested in registering for this three day training please email the contact person provided. DETAILS
Tools and Strategies for Teaching Social Skills in Self-Contained Classrooms
May 19, 2020
Social skills deficits will negatively impact student performance in school environments. Students in self-contained classrooms often need additional social skills instruction to successfully interact with peers and adults to make progress. This session will discuss brain development, assessing and determining social skills, using best practices to develop and implement social skills lesson plans, practical ways to engage students in learning and practicing those skills, and progress monitoring for best outcomes. DETAILS