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Classroom Positive Behavior Support Plan III

Throughout all sections of this assignment, it is important to use (a) the readings from class; (b) the larger literature base from the field of social, emotional, and positive behavior supports; and (c) the needs of your school system (including staff) to guide your decisions. You must substantively draw from (and cite) at least three course readings in your Part III write up. APA rules apply to the citations and references, but they do not apply to the written portions of this paper. Throughout all sections, identify the content (the “what”), the process (the “how”), and the rationale (the “why”) to the best of your ability. You may speculate or predict as necessary for your selected setting and the current phase of implementation of PBIS (e.g., readiness, initial implementation, or ongoing implementation and sustainability). You are encouraged to think creatively and include figures, charts, tables, and appendixes to support your ideas and offer examples. There is no specific structure required for your PBIS plan. Similarly, there is no required length for this assignment. Clear and concise information is preferred, but not at the expense of a comprehensive explanation.


Teaching Expectations (5 points)

First, identify the schoolwide social-behavioral expectations and aligned classroom expectations that you established in completion of Part I of your PBIS plan. Next, draw from evidence-based practices to describe how and when you plan to teach your classroom social-behavioral expectations to your students—including plans to embed them into the curriculum (as possible and appropriate). It is important you provide as much detail and as many concrete examples as possible. Upon reading your plan, the reader should be able to replicate it. Also remember to cite your source(s). Attach a lesson plan using the template provided. In completing this lesson plan, please select a meaningful, operationally defined skill that can be taught and acquired in one lesson.

Encouraging Expectations (5 points)

In this section, describe how you plan to encourage or reinforce the expectations identified in the section above. This typically includes a system of rewards, but rewards are not strictly required. However, it is required that you include examples of effective verbal acknowledgement/praise for students meeting your classroom expectations. Specifically, include at least one example of effective praise per classroom expectation. In selecting your methods, remember to choose only those that are evidence-based, consistent with your personality, and feasible for practical application in a typical, busy classroom. Also remember to cite your source(s). It is important you provide as much detail and as many concrete examples as possible.

Classroom Behavior Expectation Lesson Plan


Step 1:  Identify the behavior expectation & describe it in observable, measurable terms. Please link this classroom expectation to one of the schoolwide expectations.




Step 2:  List a rationale for teaching the behavior: Why is it important to you? Why is it important to your students? How will you explain this rationale to your students?





Step 3:  Identify at least 3 examples and 3 non-examples of the desired behavior. Include those murky, ambiguous behaviors, i.e., those behaviors that may be considered “grey areas” or behaviors that are less definitively “appropriate” or “inappropriate.”













Step 4:  Describe the Following Practice/Role Play/Rehearsal Activities
Model expected behavior & lead students through the behavior:




Provide structured practice for the behavior: 




Check for comprehension or test to ensure students fully understand the behavior:



Step 5:  How will you provide opportunities for practice to promote skill maintenance and promote generalization of skill in other settings? Please remember to include your plan to involve parents/guardians/families.







Last Updated on February 5, 2018

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