This microcredential focuses on implementation of Positive Behavior Interventions and Supports in the classroom, which is the behavioral component of Multi-Tiered System of Supports.
To earn this 0.25 credit microcredential you will submit one of the evidence items from the list below to demonstrate your competency in implementation of positive behavior interventions and supports principles in the classroom. You will also complete a short reflection. Click Earn This Microcredential to learn more!
You will be charged $20 by the badge provider. You'll be charged at the point you submit your badge for final review.
This microcredential does not focus on special education identification or evaluation.
Positive Behavior Interventions and Supports: A framework for teaching students expectations, reinforcing appropriate pro-social behavior, and providing instruction and consequences for errors in behavior.
Multi-Tiered System of Supports: An operational framework of tiered supports for improving academic and behavioral outcomes for all students.
Office Discipline Referrals: A method for tracking students referred to the office as a discipline method.
Fidelity: Implementation of a strategy or intervention as it is intended and with all the components that have been shown to lead to the desired outcomes.
A school is implementing school-wide positive behavior interventions and supports in common areas (e.g., gym, lunchroom, halls). Schools understand what behavior is expected in each of those locations and are frequently reinforced for complying with those expectations. When students are not behaving in line with those expectations teachers are fairly consistent in dealing with those behavioral infractions or sending the student to the office where appropriate.
Despite these effective school-wide practices, there are some individual teachers who have challenging behaviors in their classroom. Furthermore, students spend the majority of their time in the classroom. As an example, Mr. Smith has students who are frequently off task, talking out, and disengaged. In an effort to support Mr. Smith, the schools identifies the need to train and coach him, and other teachers, on effective classroom management.
Survey Results: Submit a self-assessment from the "Supporting and Responding to Behavior: Evidence-Based Classroom Strategies for Teachers." The results should demonstrate your competency in implementation of positive behavior interventions and supports principles in the classroom.
Candidate's Choice: Submit another type of evidence to demonstrate your competency in implementation of positive behavior interventions and supports principles in the classroom.
Candidates are required to make 1 evidence submission(s).
The teacher must fully complete the self-assessment listed previously. If the educator does not have their own classroom (e.g., a building administrator) then it can be completed on another educator's classroom.
Provide an analysis of what you learned about your current practices related to positive behavior interventions and supports in the classroom.
What are areas of strength and weakness do you see in your classroom management system?
In regards to your classroom management system, what changes would you make to improve your system?
Must include an identification of strengths and weaknesses.Must include at least one identified area to improve their practice, or help another educator improve their practice, with regards to classroom management.
CHAMPS: Classwide Positive Behavior Support Find it on Amazon.com A curriculum with user-friendly information and tools for effective classroom management geared for elementary and middle schools.
Discipline in the Secondary Classroom Find it on Amazon.com A curriculum with user-friendly information and tools for effective classroom management geared for junior high and high schools.
Explicit Instruction: Effective and Efficient Teaching (Archer & Hughes, 2010) Find it on Amazon.com This book provides useful information on how to arrange a classroom physically, teach classroom, rules, and employ effective routines to promote successful student behavior and promote more effective academic instruction.
Intervention Finder app https://www.davis.k12.ut.us/departments/student-family-resources/mtss/intervention-supports Davis School District has developed an intervention finder application that has a curated listed of evidence-based interventions. It pulls from several other sources and organizes interventions at three levels (student, classroom, school-wide) and provides overviews of behavior practices and interventions as well as links to additional resources.
PBIS.org PBIS.org This is the best source of information on research, practices, and resources related to positive behavior interventions and supports. It is an excellent resource for all things PBIS-related. It is also regularly curated and updated with the latest research, information, and resources available.
PBISworld.com PBISworld.com This site includes many excellent practices, strategies, and ideas for implementation of positive behavior interventions and supports at all 3 tiers of MTSS. Ideas can be categorized by problem behavior as well as tier of support. It also provides information and tools for data tracking.
Supporting and Responding to Behavior: Evidence-Based Classroom Strategies for Teachers https://www.pbis.org/common/cms/files/pbisresources/Supporting%20and%20Responding%20to%20Behavior.pdf This document from the office of special education programs outlines what research and practice say are best strategies for organizing and managing a classroom for successful student behavior. It provides elementary and secondary examples and non-examples and links to additional resources for improving classroom management.