Intensive+Behavior+Teams

Intensive Behavior Teams
I have come to a frightening conclusion; **I am the decisive element in the classroom. **

**It is my personal approach that creates the climate. ** **It is my daily mood that makes the weather. **

**As a teacher, I possess tremendous power to make a child’s life miserable or joyous. **

**I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. **

**In all situations it is my response that decides whether a crisis will be escalated or de-escalated, and a child humanized or dehumanized. **

**-Haim Ginott **


 * THE FOLLOWING ARE RESOURCES AND TOOLS WE HAVE PROVIDED TO "INTENSIVE" SCHOOL TEAMS GIVEN THE RESPONSIBILITY OF PERFORMING FUNCTIONAL BEHAVIOR ASSESSMENTS AND WRITING BEHAVIOR INTERVENTION PLANS FOR STUDENT WITH INTENSIVE OT CHRONIC "MAJOR BEHAVIORS." THESE MATERIAL MAY BE USED IN CONJUNCTION WITH THE INFORMATION PROVIDED IN THE PREVIOUS TWO SECTIONS**. I**N THAT WE ARE PROMOTING THE USE OF POSITIVE EDUCATIONAL STRATEGIES TO CHANGE BEHAVIOR, THE SECTION BEGINS WITH A REVIEW OF THE LITERATURE ON THE EFFECTIVENESS OF SUSPENSION**.



**What students need Intensive Support?**







**Forms for Behavior Intervention Plans**











**Referral Process**







**Meeting Process** 





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<span style="font-family: 'Arial Black',Gadget,sans-serif;">**Strategies** <span style="font-family: 'Arial Black',Gadget,sans-serif;">

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<span style="font-family: 'Arial Black',Gadget,sans-serif;">**Tools** <span style="font-family: 'Arial Black',Gadget,sans-serif;">**Data- SWIS**













































PBIS
 * Links**