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matter the environment within the school (Buffum, Mattos, & Weber, 2009, 2010, 2012).

      So, how do teachers identify these key behaviors? As a first step, form a representative team from across grade levels and departments to identify your school’s behavioral priorities using the template in figure 1.2. The prioritization, defining, and teaching of behavioral skills must be consistent across the school; student and staff will be frustrated, confused, and less-than-ideally successful if this is not the case. While all sta must ultimately have a voice in the behavioral skills that are identified, this representative team can guide the process, communicating to and gathering feedback from the colleagues with whom they work.

       Figure 1.2: Template to identify behavioral priorities.

      Visit go.SolutionTree.com/RTI for a free reproducible version of this table.

      To help you identify behavioral priorities, table 1.1 compiles an extensive list of behavioral skills and attributes based on our definition in the introduction, popular educational frameworks, research studies, and models from schools that have successfully implemented RTI. You can use any of these, a combination, or make up your own priorities based on your school’s individual needs.

TABLE 1.1: BEHAVIORAL SKILLS AND ATTRIBUTES

Social Behaviors (and Their Opposites): Label and define the behaviors you want to see, not the misbehaviors that you do not want to see.
Social behaviors include: • Cooperation (Disruption)—Interacting positively within learning environment and with others • Social respect (Defiance)—Complying with expectations • Physical respect (Aggression)—Demonstrating care and concern for physical being and space of others • Verbal respect (Inappropriate language)—Using kind, positive, and supportive words • Attention (Inattention)—Ability to focus • Self-control (Impulsivity)—Ability to control oneself physically and verbally • Attendance (Absences)—Physical, cognitive, and emotional presence at school • Honesty (Lying, cheating, or stealing)—Truthfulness in relationships and learning • Empathy (Harassment or bullying)—Consideration of others’ situations
Academic Behaviors (and Their Opposites): Label and define the behaviors you want to see, not the misbehaviors that you do not want to see.
Academic behaviors include: • Metacognitive practices (Unreflective learning)—Knowledge and beliefs about thinking • Growth mindset and positive self-concept (Fixed mindset and negative self-talk)—Viewing learning as continuous and intelligence as malleable • Self-monitoring and internal locus of control (External loci of control)—Ability to plan, prepare, and proceed • Engagement and motivation (Apathy)—Ability to maintain interest and drive • Strategy creation and use (Passive learning)—Techniques for construction, organization, and memorization of knowledge • Volition and perseverance (Learned helplessness)—Efforts students need to maintain their motivation • Resilience (Emotional fragility)—Techniques for regulating response to situations
Twenty-First Century Skills
These skills mean students know how to: • Access and evaluate information • Adapt to change • Apply technology • Be flexible • Be responsible to others • Collaborate with others in diverse teams • Communicate clearly • Create media products • Guide and lead others • Innovate • Manage projects, goals, and time • Problem solve • Produce results • Reason effectively • Self-direct learning • Think creatively • Think critically • Think systematically • Use and manage information • Work independently
College-and Career-Readiness Skills
• Manage effort and time • Monitor progress and confirm precision of work • Organize and construct products in various forms • Persist • Practice self-awareness • Read strategically • Reflect on reasons of success or failure • Seek help and self-advocate • Self-monitor and self-motivate • Set goals • Understand academic expectations for college admission • Understand financial aid options and procedures • Value knowledge
Self-Regulation
• Plan, including– • Goal setting • Strategic thinking • Manage their time • Monitor– • Self-motivation • Delaying gratification • Attention control • Reflect, including– • Self-advocating • Self-evaluation • Self-assessment
Executive Functioning
Executive functioning means: • Setting goals and establishing a due date • Planning, prioritizing, and sequencing the steps or tasks needed to reach the goal • Identifying necessary information, materials, or both • Obtaining and organizing the information, materials needed to complete the goal, or both • Beginning the task • Persevering through distractions and delaying gratification • Establishing a reasonable work rate so that the goal is met by the due date • Shifting from one task to another smoothly • Responding to, and incorporating, feedback • Assessing performance and progress toward the goal • Controlling emotional responses to difficult situations • Seeing tasks through to completion
Social-Emotional Learning (SEL) Competencies From CASEL
CASEL lists social-emotional learning competencies as: • Self-awareness—The ability, within oneself, to recognize how emotions influence behavior; assess strengths and limitations with healthy self-efficacy, optimism, and a growth mindset; and identify emotions • Self-management—The ability, within oneself, to regulate emotions, thoughts, and behaviors; manage stress; control impulses; be motivated; set goals; and organize • Social awareness—The ability to empathize with and respect others; understand norms for behavior; and recognize family, school, and community resources and supports • Relationship management—The ability to establish and maintain healthy and rewarding relationships; communicate clearly; listen well; cooperate with others; resist inappropriate social pressure; negotiate conflict constructively; and seek and offer help • Responsible decision making—The ability to make choices about behaviors based on ethics, safety, and social norms; evaluate consequences of actions; respect the well-being of oneself and others; identify problems; analyze situations; solve problems; and reflect on and learn from experiences
Learning and Life Strategies
Conscientiousness	• Reasoning • Empathy • Attention • Awareness of social situations
Optimism	• Belief in oneself • Self-monitoring and self-motivating • Growth mindset and positive self-concept
Metacognition	• Problem solving • Thinking creatively and critically • Analyzing and evaluating findings and viewpoints
Motivation and volition	• Managing projects, goals, and time • Thinking systematically • Employing memorization techniques, study skills, technology skills, Скачать книгу В начало < 4 5 6 7 8 9 10 11 > В конец