LEADER 05382nam 2200685 a 450 001 9910480645103321 005 20190320230216.0 010 $a1-4522-8354-0 010 $a1-4522-7956-X 010 $a1-4833-8751-8 035 $a(CKB)3710000000333642 035 $a(EBL)1051669 035 $a(OCoLC)884577253 035 $a(SSID)ssj0001400505 035 $a(PQKBManifestationID)12597787 035 $a(PQKBTitleCode)TC0001400505 035 $a(PQKBWorkID)11337641 035 $a(PQKB)10038877 035 $a(MiAaPQ)EBC1051669 035 $a(StDuBDS)EDZ0000996573 035 $a(EXLCZ)993710000000333642 100 $a20141202d2012 fy| 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aSchool discipline, classroom management, and student self-management$b[electronic resource] $ea PBSS implementation guide /$fHoward M. Knoff ; foreword by Raymond J. McNulty 210 $aThousand Oaks, Calif. $cCorwin$dc2012 215 $a1 online resource (321 p.) 300 $aDescription based upon print version of record. 311 $a1-4129-9396-2 320 $aIncludes bibliographical references and index. 327 $aCOVER; SCHOOL DISCIPLINE, CLASSROOM MANAGEMENT, & STUDENT SELF-MANAGEMENT; CONTENTS; FOREWORD; PREFACE AND ACKNOWLEDGMENTS; Publisher's Acknowledgments; ABOUT THE AUTHOR; CHAPTER 1: INTEGRATING A SCHOOLWIDE POSITIVE BEHAVIORAL SUPPORT SYSTEM (PBSS) BLUEPRINT INTO AN EFFECTIVE SCHOOLS PROCESS; Introduction; Student Competency and Self-Management Defined; How a PBSS Fits into an Effective School; The Underlying Science and Six Components of the Evidence-Based PBSS Blueprint; The Three Tiers within the PBSS Blueprint; Summary; CHAPTER 2: SCHOOL READINESS AND THE STEPS FOR PBSS IMPLEMENTATION 327 $aIntroductionGoals of a Schoolwide Positive Behavioral Support System; A Four-Year PBSS Implementation Blueprint; The Planning Year:Pre-Implementation Year 1; Implementation Year 1; Implementation Year 2; Implementation Year 2 Activities; Implementation Year 3; Implementation Year 3 Activities; Summary; CHAPTER 3: THE SCHOOL DISCIPLINE/ PBSS AND OTHER COMMITTEES: EFFECTIVE TEAM AND GROUP FUNCTIONING; Introduction; Using the Effective Schools Blueprint to Organize a School's Committee Structure; Characteristics of Effective Committees; The Committee Mission, Role, and Function Document 327 $aThe Most Typical School Discipline/PBSS Committee Activities and their Infusion into Grade-Level or Instructional Team ActivitiesSummary; Appendix 3.1; Appendix 3.2; Primary Building-Level SPRINT Team Goals, Objectives, and Outcomes; Year-at-a-Glance Agenda for the Monthly SPRINT Team Meetings; CHAPTER 4: BEHAVIORAL ACCOUNTABILITY, STUDENT MOTIVATION, AND STAFF CONSISTENCY; Introduction; The Components within The Behavioral Matrix; Developing The Behavioral Matrix; Preplanning: At The School Discipline/PBSS Committee; Phase 1: At the Grade-Level Teams 327 $aPhase 2: At the School Discipline/PBSS CommitteePhase 3: At the Grade-Level Teams; Phase 4: At the School Discipline/PBSS Committee; Phase 5: With the Entire School Faculty; Phase 6: With All Faculty and Students; Summary; Note; CHAPTER 5: TEACHING SOCIAL, EMOTIONAL, AND BEHAVIORAL SKILLS; Introduction; The Importance of Social, Emotional, and Behavioral Skills Instruction: Revisited; The Scientific Criteria of an Effective Social, Emotional, and Behavioral Skills Program; Applying The Scientific Criteria Using the Stop & Think Social Skills Program 327 $aA Brief Review of Some Notable Social, Emotional, and Behavioral Skills ProgramsSelecting a Skills Program At The District Level; Summary; Note; CHAPTER 6: SCHOOL SAFETY AND CRISIS PREVENTION, INTERVENTION, AND RESPONSE; Introduction; The Five Setting-Specific Common School Domains: Prevention; The Five Setting-Specific Common School Domains: Problem Solving; Crisis Management and Emergency Operations Plans and Processes; Summary; CHAPTER 7: TEASING, TAUNTING, BULLYING, HARASSMENT, HAZING, AND PHYSICAL AGGRESSION; Introduction; Bullying: Definitions, Impacts, and Approaches 327 $aThe Special Situation Domains for Teasing, Taunting, Bullying, Harassment, Hazing, and Physical Aggression 330 8 $aHow do you help students who 'act out' or 'shut down' due to academic frustration or whose social and emotional issues keep them from achieving success in school? Based on Project ACHIEVE, a nationally recognized model of school effectiveness and continuous improvement programme, this book shows you how. 606 $aSchool discipline$zUnited States 606 $aSchool discipline$zUnited States$vCase studies 606 $aClassroom management$zUnited States 606 $aCommunity and school$zUnited States$vCase studies 608 $aElectronic books. 615 0$aSchool discipline 615 0$aSchool discipline 615 0$aClassroom management 615 0$aCommunity and school 676 $a371.2 700 $aKnoff$b Howard M$01043687 702 $aMcNulty$b Raymond J. 702 $aOney$b Scott 702 $aHarman$b Candice 801 0$bStDuBDS 801 1$bStDuBDS 906 $aBOOK 912 $a9910480645103321 996 $aSchool discipline, classroom management, and student self-management$92468822 997 $aUNINA