@Becky McKee this sounds like one of those times you have to look at the classroom holistically. If overall the clear expectations and proactive work of the teacher was effective and there were just one or two students that still struggled occasionally, it may not be enough to bring the overall picture of the classroom down. However, if rules and expectations were clear, but many students were unable to meet those expectations and frequent redirection was taking away from instruction time, I would guess that wouldn't be high-level behavior management. Of course, it's hard to say without seeing it. I'd also suggest rereading the low and mid descriptions of Behavior Management in the manual.
Lastly, you may find this blog post interesting:
Coding Exceptions Part Two: It Seems OK, but Is It Really?I'd love to hear what you decided and how.
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Liz Savage
Community Manager
Teachstone
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Original Message:
Sent: 10-26-2018 10:48
From: Becky McKee
Subject: Behavior Management in PreK Special Education Classrooms
I'm struggling to code a classroom today. Rules/expectations are clear and being consistently reinforced. They are being proactive and working to redirect misbehaviors. I would give them a 6 in Behavior Management for their actions, but there are frequent instances of misbehavior and redirections aren't working on several children.
So they are doing what they can but there are still a lot of misbehaviors. I read the Recommendations for Using CLASS before I went into the room, but I don't feel it is helping me to determine scores. Any suggestions?
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Becky McKee
Original Message:
Sent: 10-24-2018 21:46
From: Mendy Van Hoven
Subject: Behavior Management in PreK Special Education Classrooms
I am the lead CLASS observer for my district's PreK Special Education Classrooms. The students in these classes have a variety of disabilities. I find myself struggling with determining scores for Behavior Management in the classrooms that have students with deficits in behavior/emotional development. Many of these students are identified because they exhibit aggressive behaviors, oppositional defiance, and extreme outburst. My teachers follow very detailed individualized behavior intervention plans. Some of the proactive strategies in the behavior plans include "ignoring behaviors" because addressing the behavior in a positive manner reinforces the behavior. Can anyone offer any suggestions on not only how to score but how to provide support to my teachers in this area?
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Mendy Van Hoven
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