Tips to Setting up Efficient and Effective Classroom Rules

Setting Up Efficient and Effective Classroom Rules

The hardest part of starting any new school year, or even a new semester is setting up effective and efficient classroom rules. Classroom management can be difficult, because what works for one group of students isn’t going to work for the next. We asked Albert Felts to break down for us his process for setting up effective and efficient classroom rules and this is what he gave us:


I always think of classroom rules as the hill I want to die on. What that means, my rules need to be so consistently enforce, that the world stops when there’s a rule violation. If they’re not consistently enforced, then it’s not a helpful tool for students to navigate how we want our classrooms to run.

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Three Tips to Create Great FBAs and BIPs

Functional Behavior Assessments and Behavior Intervention Planning

We asked our education specialist, Amy Fanetti to give us a little bit of insight on how to write great functional behavioral assessments and behavior intervention plans. For newbies to the behavior world, functional behavioral assessments and behavior intervention plans are critical documents that guide us as we deal with behavior on a campus or in the classroom.

Functional behavioral assessments help us understand the purpose or reason for behaviors displayed by our students due to a variety of factors. Through interviews, data collection, and more, we come to understand why a specific student might be exhibiting a behavior, therefore helping us plan for the future.

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The Four Types of Leaders from Dr. Peter DeWitt’s Collaborative Leadership

We’re featuring a special guest post from our friends and super-smart co-workers, the Strategic Instruction Team. In it they break down Dr. Peter DeWitt’s four types of leadership, helping you identify which type you are.


As we look towards the fast-approaching New Year, we’re focusing on building stronger, more collaborative leaders. Your PBIS teams or your school behavior teams are strengthened or hindered by their leadership. It’s unfortunate, but it’s true: teams are stronger when everyone’s working together.

On our team (the Strategic Instruction Team at Region 13), we’ve been thinking a lot about leadership types and collaboration. Personally, we’ve always been strong proponents of collaboration in leadership roles. We believe everyone works best when leaders work with everyone, not just dictate what needs to be done in a classroom. We’ve been so inspired by Dr. DeWitt’s work that we’ve even invited him to present to us here at Region 13 on March 6th.

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Announcing the 2018 – 2019 Behavior Coach Endorsement Program

Our Behavior team at the Education Service Center, Region 13 is pleased to announce we’re officially accepting applications for Cohort 12 of the Behavior Coach Endorsement Program! The endorsement program is an intensive, 240 hours of training for administrators, counselors, teachers, and paraprofessionals who wish to become a behavior specialist.

This program focuses on a multi-tiered system of behavior supports, as we spend the 240 hours training you in the following topics:

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What is a Compass of Shame and Why is it Useful?

Compass of Shame

Shame is a big component of our daily lives, whether it’s warranted or not. Shame can be a confusing concept for some to grasp. Donald Nathanson, former director of the Silvan S. Tomkins Institute, explained shame as a “critical regulator of human social behavior” and Silvan S. Tomkins defined it as “occurring any time that our experience of the positive…is interrupted.” In both of these cases, shame plays a vital role in our behaviors. That’s why, Nathanson developed “The Compass of Shame” to help better understand the many ways that people react when they feel shame. We can use the Compass of Shame in our Restorative Discipline processes.

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Why we Should all Practice Self-Compassion

Mastering Self Compassion

It’s hard for us to master self-compassion. We’re constantly being told that we’re not good enough and that we need to change. Whether we’re in line at the grocery store, listening to the radio, browsing around on facebook, snapchat, instagram, or twitter, there are always sources telling us to change. We’re bombarded by advertisements telling us the best hair styles, how to lose weight, wear the right clothes, change this, and fix that.

Now think about how many sources tell us we’re fine just the way we are? Maybe a few songs, a comment or two from our partners and friends, a few body positivity articles, but it’s never enough. Generally speaking, we’re left on our own to make ourselves feel good enough. And that can be tough.

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Why You Should Start Your Class with Behavior Check-Ins

Good educators know that each and every day is a new experience for your students, and a new chance to build relationships. Just like in their academic work, students need consistency and regular routines to help them build their emotions, social skills, and community building skills. Behavior Check-Ins are a great way to help this process.

A Behavior Check-In is a super simple process that has positive effects on your students’ social emotional skills. It provides students with the chance to take an “emotional inventory” of their day so far and share it with the group.

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A Day in the Life of a Classroom Management Coach

Coaching Classroom Management

“I wonder what the teachers will be like? Will they realize I am here to help them, not critique them? Will they like me? How can I earn their trust and build a relationship during these five visits?” All of these thoughts are running through my head before I go into any classroom to provide classroom management coaching. It can be challenging to be a classroom management coach, but not as challenging as it can be to be a teacher without any help. I try to keep that in mind as I make my way to the classroom. I put those thoughts into the back of my head and get to work.

During my first visit, I generally meet with the principal and get a perspective of the issues involved with the teachers or grade level needing help. Before this, I try my hardest to meet with the teachers first. Teachers are under so much pressure that it’s only natural they’ll feel some discomfort about someone from the outside coming in to observe their classroom and “make a judgement.” I like to meet with them before observing in the classroom so I can reassure them I’m not here to evaluate, but just to help them and make their job a bit easier. After all, like I tell the teachers I work with, I’ve been in this exact same position before.

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A Day in the Life of a Behavior Coordinator

Day in the Life of a Behavior Coordinator

There you are with your clean desk, sharpened pencils, empty inbox of emails and you think you are all set to rock this school year as the newly designated Behavior Coordinator for your campus. Most of you are probably an Assistant Principal too, and grappling with all the responsibilities that come with that job. But you’re not worried, you got this! Your plan is to handle each issue right as you get it, so you don’t get behind in your paperwork. You have the code of conduct and your discipline matrix on the corner of your desk to grab at a moment’s notice. Now, you just need to help your PBIS team present the expectations, common area rules, reward system, and discipline system to the students and start building relationships with the 1500 kiddos in your school.

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What is an LSSP and what do they do?

What is an LSSP and what do they do?

You’ve likely heard about LSSPs before, but maybe aren’t 100% what they are. LSSP stands for Licensed Specialists in School Psychology, and they’re one of the foundations to a functional and healthy school.

As LSSPs at Region 13, we conduct evaluations (and often reevaluations) to determine if your students are eligible for, or can continue in, special education services, academic and behavior intervention plans, and counseling as a related service. We also help assess disabilities that are listed under IDEA’s 13 categories, with the exception of visual impairment, hearing impairment, and speech or language impairment.

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