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Drawing on current research and best practices, this three-part resource, "Supporting Positive Behaviour in Alberta Schools," provides information, strategies, stories from schools and sample tools for systematically teaching, supporting and reinforcing positive behaviour. This integrated system of school-wide, classroom management, and individual student support is designed to provide school staff with effective strategies to improve behavioural outcomes in their school. The goal of this approach is to facilitate academic achievement and healthy social development of students in a safe, supportive learning environment. Ten key elements of support for students with behaviour disabilities are discussed: (1) Positive relationships, valuing each individual's contribution to the school community, promoting a sense of belonging for all students and staff, and promoting positive relationships among home and school and community; (2) Modification of the school environment: ensuring that the physical environment and school routines are organized proactively to support positive behaviour and reduce problem behaviour; (3) Differentiated instruction, responding to student diversity and creating opportunities for all students to learn in a way that responds to their varying abilities, strengths, learning preferences, interests and needs; (4) School-wide behavioural expectations, clearly articulating expectations and having all staff consistently reinforce expectations in all areas of the school throughout the school day; (5) Social skills instruction that demonstrates and supports the school-wide behavioural expectations; (6) Positive reinforcement of individual students and groups who consistently demonstrate positive behaviour; (7) Fair and predictable consequences for negative behaviour that adversely affects others and the school community; (8) Collaborative leadership: committing to building and maintaining a positive school culture, and providing the resources necessary for developing positive behaviour supports for all students; (9) Data-driven decision making, clearly identifying the strengths and needs of the school community, identifying areas where improvement is needed and measuring behaviour change over time; and (10) Action plan for school change: developing, implementing and monitoring a school-wide approach to positive behaviour supports. These elements are interrelated and overlapping, and may have differing degrees of importance, depending on the needs, strengths and priorities of a particular school community. (Contains 13 footnotes, form templates and an index.) [Contributing writers include Dana Antaya-Moore, Karen Bain, Colleen McClure, Brenda Sautner, and Dwaine Souveny. For other reports in series, see ED502982 and ED502983]

Drawing on current research and best practices, this three-part resource, "Supporting Positive Behaviour in Alberta Schools," provides information, strategies, stories from schools and sample tools for systematically teaching, supporting and reinforcing positive behaviour. This integrated system of school-wide, classroom management, and individual student support is designed to provide school staff with effective strategies to improve behavioural outcomes in their school. The goal of this approach is to facilitate academic achievement and healthy social development of students in a safe, supportive learning environment. Ten key elements of support for students with behaviour disabilities are discussed: (1) Positive relationships, valuing each individual's contribution to the school community, promoting a sense of belonging for all students and staff, and promoting positive relationships among home and school and community; (2) Modification of the school environment: ensuring that the physical environment and school routines are organized proactively to support positive behaviour and reduce problem behaviour; (3) Differentiated instruction, responding to student diversity and creating opportunities for all students to learn in a way that responds to their varying abilities, strengths, learning preferences, interests and needs; (4) School-wide behavioural expectations, clearly articulating expectations and having all staff consistently reinforce expectations in all areas of the school throughout the school day; (5) Social skills instruction that demonstrates and supports the school-wide behavioural expectations; (6) Positive reinforcement of individual students and groups who consistently demonstrate positive behaviour; (7) Fair and predictable consequences for negative behaviour that adversely affects others and the school community; (8) Collaborative leadership: committing to building and maintaining a positive school culture, and providing the resources necessary for developing positive behaviour supports for all students; (9) Data-driven decision making, clearly identifying the strengths and needs of the school community, identifying areas where improvement is needed and measuring behaviour change over time; and (10) Action plan for school change: developing, implementing and monitoring a school-wide approach to positive behaviour supports. These elements are interrelated and overlapping, and may have differing degrees of importance, depending on the needs, strengths and priorities of a particular school community. (Contains 13 footnotes, form templates and an index.) [Contributing writers include Dana Antaya-Moore, Karen Bain, Colleen McClure, Brenda Sautner, and Dwaine Souveny. For other reports in series, see ED502982 and ED502983]

Drawing on current research and best practices, this second part of the three-part resource, "Supporting Positive Behaviour in Alberta Schools," provides information and strategies for systematically teaching, supporting and reinforcing positive behaviour in the classroom. A proactive approach to classroom management is designed to provide teachers with effective strategies to improve behavioral outcomes in their classrooms. The goal of this approach is to facilitate academic achievement and healthy social development of students in a safe, supportive learning environment. Ten key elements of effective classroom management that support positive behaviour are discussed: (1) Positive relationships between teachers and individual students, among all students in the classroom, and between teachers and parents; (2) Classroom organization, including the physical environment and structures and routines that foster learning and encourage positive behaviour throughout the school day; (3) Differentiated instruction that considers the individual learning needs of students and creates learning situations that match students' current abilities, learning preferences and specific needs, but also stretches their abilities and encourages them to try new ways of learning; (4) Classroom behavioural expectations that are clearly articulated, aligned with school-wide expectations and consistent throughout the school day; (5) Social skills instruction that demonstrates and directly teaches specific classroom behavioural expectations; (6) Positive reinforcement for individual students and groups of students who demonstrate positive behaviours; (7) Fair and predictable consequences for individual students who demonstrate negative behaviours that adversely affect them, others and/or the classroom environment; (8) Administrative and collegial support that creates a team approach to positive behaviour supports throughout the school and in each classroom; (9) Gathering data to understand student behaviour, and using observation and analysis to identify students' strengths and needs, identify the areas for improved classroom management and measure progress over time; and (10) Targeted supports for students at risk of developing increasingly challenging behaviours. These elements are interrelated and overlapping, and may have differing degrees of importance, depending on the needs, strengths and priorities of a particular classroom. (Contains 6 footnotes, form templates and an index.) [Contributing writers include Karen Bain, Darci Fulton, Brenda Sautner, and Dwaine Souveny. For other reports in series, see ED502983 and ED502984]

Drawing on current research and best practices, this third part of the three-part resource, "Supporting Positive Behaviour in Alberta Schools," provides information and strategies for providing intensive, individualized support and instruction for the small percentage of students requiring a high degree of intervention. This system of individual student support is designed to provide teachers with effective strategies to improve behavioural outcomes for students with behavioural disabilities. The goal of this approach is to facilitate academic achievement and healthy social development of students in a safe, supportive classroom environment. Ten key elements of support for students with behaviour disabilities are discussed: (1) Positive relationships between teachers and individual students, among all students in the classroom, and between teachers and parents; (2) Modification of the classroom environment that ensures that the physical environment and routines support positive behaviour ad reduce opportunities for problem behaviour; (3) Differentiated instruction hat looks for ways to restructure learning tasks and activities, considers the timing of activities and teaches strategies for academic success; (4)Understanding individual student behaviour, including the goals or functions of behaviour, and the escalation cycle; (5) Social skills instruction that provides structured and intensive interventions to help students learn new behaviours that replace problem behaviours; (6) Positive reinforcement that motivates students to use new social skills and demonstrate positive behaviour consistently and independently; (7) Fair and predictable consequences for behaviour that adversely affects the student, other students and/or the school community; (8) Collaborative teamwork and a wraparound process that support the individual student, the classroom teacher, other school staff and the student's family; (9) Data-driven decision making that clearly identifies and describes behaviours that need improvement and measures progress over time; and (10) Individual behaviour support plans that describe the specific steps the learning team will take to change problem behaviour and maintain safety in the classroom. These elements are interrelated and overlapping, and may have differing degrees of importance, depending on the needs, strengths and priorities of a particular student. (Contains 14 footnotes, form templates and an index.) [Contributing writers include Dana Antaya-Moore, Karen Bain, Darci Fulton, and Brenda Sautner. For other reports in series, see ED502982 and ED502984]

Drawing on current research and best practices, this third part of the three-part resource, "Supporting Positive Behaviour in Alberta Schools," provides information and strategies for providing intensive, individualized support and instruction for the small percentage of students requiring a high degree of intervention. This system of individual student support is designed to provide teachers with effective strategies to improve behavioural outcomes for students with behavioural disabilities. The goal of this approach is to facilitate academic achievement and healthy social development of students in a safe, supportive classroom environment. Ten key elements of support for students with behaviour disabilities are discussed: (1) Positive relationships between teachers and individual students, among all students in the classroom, and between teachers and parents; (2) Modification of the classroom environment that ensures that the physical environment and routines support positive behaviour ad reduce opportunities for problem behaviour; (3) Differentiated instruction hat looks for ways to restructure learning tasks and activities, considers the timing of activities and teaches strategies for academic success; (4)Understanding individual student behaviour, including the goals or functions of behaviour, and the escalation cycle; (5) Social skills instruction that provides structured and intensive interventions to help students learn new behaviours that replace problem behaviours; (6) Positive reinforcement that motivates students to use new social skills and demonstrate positive behaviour consistently and independently; (7) Fair and predictable consequences for behaviour that adversely affects the student, other students and/or the school community; (8) Collaborative teamwork and a wraparound process that support the individual student, the classroom teacher, other school staff and the student's family; (9) Data-driven decision making that clearly identifies and describes behaviours that need improvement and measures progress over time; and (10) Individual behaviour support plans that describe the specific steps the learning team will take to change problem behaviour and maintain safety in the classroom. These elements are interrelated and overlapping, and may have differing degrees of importance, depending on the needs, strengths and priorities of a particular student. (Contains 14 footnotes, form templates and an index.) [Contributing writers include Dana Antaya-Moore, Karen Bain, Darci Fulton, and Brenda Sautner. For other reports in series, see ED502982 and ED502984]

Drawing on current research and best practices, this third part of the three-part resource, "Supporting Positive Behaviour in Alberta Schools," provides information and strategies for providing intensive, individualized support and instruction for the small percentage of students requiring a high degree of intervention. This system of individual student support is designed to provide teachers with effective strategies to improve behavioural outcomes for students with behavioural disabilities. The goal of this approach is to facilitate academic achievement and healthy social development of students in a safe, supportive classroom environment. Ten key elements of support for students with behaviour disabilities are discussed: (1) Positive relationships between teachers and individual students, among all students in the classroom, and between teachers and parents; (2) Modification of the classroom environment that ensures that the physical environment and routines support positive behaviour ad reduce opportunities for problem behaviour; (3) Differentiated instruction hat looks for ways to restructure learning tasks and activities, considers the timing of activities and teaches strategies for academic success; (4)Understanding individual student behaviour, including the goals or functions of behaviour, and the escalation cycle; (5) Social skills instruction that provides structured and intensive interventions to help students learn new behaviours that replace problem behaviours; (6) Positive reinforcement that motivates students to use new social skills and demonstrate positive behaviour consistently and independently; (7) Fair and predictable consequences for behaviour that adversely affects the student, other students and/or the school community; (8) Collaborative teamwork and a wraparound process that support the individual student, the classroom teacher, other school staff and the student's family; (9) Data-driven decision making that clearly identifies and describes behaviours that need improvement and measures progress over time; and (10) Individual behaviour support plans that describe the specific steps the learning team will take to change problem behaviour and maintain safety in the classroom. These elements are interrelated and overlapping, and may have differing degrees of importance, depending on the needs, strengths and priorities of a particular student. (Contains 14 footnotes, form templates and an index.) [Contributing writers include Dana Antaya-Moore, Karen Bain, Darci Fulton, and Brenda Sautner. For other reports in series, see ED502982 and ED502984]

LibriVox volunteers bring you 16 recordings of A Mother's Song by Anna Hempstead Branch.<br> This was the Fortnightly Poetry project for May 3, 2020. <br> ------<br> A tribute to Mothers everywhere. Taken from <b>The shoes that danced, and other poems</b> by Anna Hempstead Branch, (pub. 1905) - Summary by David Lawrence