Boys+Town+Education+Model+(BTEM)

Table of Contents her
 * The Well-Managed Classroom and **
 * The Boys Town Education Model **

How can the school experience be humanized so that students feel connected, valued, and motivated to learn and achieve? How can the school environment be improved so that teachers and staff feel confident, respected and safe? The Well-Managed Classroom can show you how to overhaul or enhance the social climate and build a true "community" in your school.

The authors describe the Boys Town Education Model, a school-based intervention strategy that emphasizes behavior management practices, relationship-building techniques, and social skills instruction. It offers you the structure and strategies needed to reduce disruptive behaviors and empower students with self-management skills. The Model has been implemented in hundreds of schools and school districts nationwide. Research shows that in classrooms where the Model is implemented with high fidelity, more students comply with teacher correction and stay academically engaged while office discipline referrals and student suspension days decline.

The benefits of social skills instruction, coupled with proactive classroom management (having rules, procedures, and consistent consequences) cannot be underestimated. When students are motivated to learn, when they feel good about the classroom environment and the relationships they have with teachers and staff, when they can manage themselves and accept responsibility for their behavior, and when they feel empowered to improve, only then can you effectively teach and students truly learn.

The authors, from Boys Town, have many years of experience teaching and training teachers and school administrators to successfully implement the Education Model.

 Review: Now in an updated second edition, The Well-Managed Classroom is a straightforward guide to maintaining a safe and motivational learning environment for young people. Written by authors who have trained teachers and school administrators. The Well-Managed Classroom offers strategies born from time-tested experience. Chapters cover how to connect with students, teach social skills as well as intellectual skills, encourage positive behaviors in students while correcting problem behaviors, partnering with parents and guardians, and much more. Highly recommended. ~Library Bookwatch from The Midwest Book Review: January 2008

=The Model =

The purpose of classroom management is to positively affect student behavior and ultimately, academic achievement through school-based intervention strategies that emphasize...
 * 1) Behavior management practices
 * 2) Relationship-building techniques
 * 3) Social skills instruction

As an intervention strategy, the Boys Town Educational Model (BTEM) **emphasizes preventive practices** rather than reactionary responses. In that regard, the BTEM is similar to, and reflective of, two other holistic models that are prominent in education literature and practices – **positive behavior support** and **authoritative communities**. =PBIS= **Positive Behavioral Interventions & Support / RtI-B**
 * When a **positive behavior support model** is applied to school settings, the main objective is to fix or alter the environment so it becomes more nurturing and supportive of students’ academic and social needs. As a result, problem behaviors become “irrelevant, inefficient, and ineffective” (Carr et al., 2002, p.5).
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**Three Tier Model** - Typically, positive behavior support involves a three-tiered approach with primary, secondary, and tertiary intervention strategies.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">School wide discipline practices and social skills instruction targeting all students in all settings (classrooms, hallways, gymnasiums, cafeterias, etc.) characterize primary intervention.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">These measures are universally applied to everyone, regardless of their academic and behavior abilities (Sugai et al., 2000; Walker & Sprague, 1999).
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">The strategies Boys Town advocates in //“The Well-Managed Classroom//” represent **primary** or **universal interventions**.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Research shows that universal interventions can be effective with as many as 80 percent of a school’s student body (Colvin, Kame’enui, & Sugai, 1993; Taylor-Greene et al., 1997). In other words, those students adapt to the behavioral expectations and may not need more individualized intensive secondary or tertiary interventions. This majority can serve as the anchor that maintains a healthy school climate, provided their positive behaviors continue to be encouraged and supported. The use of proactive measures, such as social skills instruction and well-defined and communicated behavior expectations, help protect these students from adopting or developing disruptive behavior patterns (Sugai, Horner, & Gresham, 2002).

triangle here >

OSEP "Office of Special Education Programs" PBIS site

<span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 110%; text-align: left;">**Authoritative Communities** <span style="display: block; font-family: 'Arial Narrow','sans-serif'; text-align: right;">“The Well-Managed Classroom”(pgs. 7-10)
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">As coined by the Commission on Children at Risk, “authoritative” doesn’t mean manipulative control or coercion. Rather, it represents an environment with a shared vision, where youth have structure, clear limits, boundaries, and expectations, yet are also surrounded by caring, nurturing, and involved adults. These are the very principles that are embodied in the BT classroom management model.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Ultimately, “classroom management,” “positive behavior support,” and “authoritative communities” are theoretical concepts that are related to a single idea: Relationships. School is a social experience, but there are too many students, parents, and educators whose social interactions are strained, stressful, and unsatisfying. Instead of saying to students, “Get along,” we need to teach them what “getting along with others” looks and sounds like. Instead of telling parents, “Stay away,” we need to communicate and encourage their participation. Too often the practices and structures of classrooms and schools give its stakeholders contradictory and confusing messages.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">The practices and strategies outlined in “The Well-Managed Classroom” are designed to break down barriers and overcome obstacles so you can create and sustain a productive, collaborative, and cooperative learning environment.

Chapters of "The Well-Manged Classroom"

__Section I - Connecting with our Students__
1 - Building Relationships 2 - Problem Solving 3 - Analyzing Behavior: Behavior Management Theory 4 - Observing & Describing Behavior 5 - Providing Reasons: How to link Behavior to Results

**__Section II - Increasing Opportunities for Student Success__**6 - Clarifying and Using Classroom and School Rules 7 - Establishing & Teaching Classroom & School Procedure 8 - Understanding & Giving Consequences 9 - The Value of Social Skills 10 - Teaching Social Skills

__Section III - Addressing Students' Behavior__
11 - Encouraging Positive Behaviors 12 - Correcting Problem Behaviors (managing yourself/quality comp/assert link 13 - Dealing with Emotionally Intense Behaviors

**__Section IV - Communicating with Stake Holders__** 14 - Partnering with Parents & Guardians 15 - Evaluating Your Well-Managed Classroom

Proactive & Reactive strategies of the Boys Town Education Model

 * BTEM Strategies

Role Play

 * Correction Sequence Example.pdf

Social Skills
 * Teaching social skills should be approached with the same mindset we use when teaching academic content.
 * Top Social Skills document>


 * Teaching Social Skills Power Points** (Thanks to Julie Dillon of Fremont Public Schools for sharing!)
 * following directions
 * accepting no for an answer
 * accepting consequences or criticism
 * talking with others
 * disagreeing appropriately
 * showing appreciation
 * accepting compliments
 * audience behavior
 * be on time
 * before and after school
 * completing homework daily
 * entering and leaving the building
 * field trip
 * getting organized
 * getting the teacher's attention
 * giving compliments
 * greeting appropriately
 * giving criticism
 * hallway behavior
 * indoor recess
 * introducing yourself
 * listening
 * lunchroom manners
 * making a request
 * making an apology
 * playground behavior
 * please and thank you
 * reporting appropriately
 * respectful play
 * respect adults
 * respect the personal space of others
 * respecting others' property
 * saying no
 * sharing with others
 * showing appreciation
 * staying on task
 * talking with others
 * using appropriate voice tone
 * using the restroom correctly
 * volunteering
 * working with others

Quality Components - Managing Yourself

 * Managing Yourself Means You...(Ch. 12) || Quality Components of Communication Are... ||
 * * Use a soft voice
 * Are aware of body languages
 * Maintain safe proximity
 * Use a slow rate of speech/pacing
 * Continue to use corrective strategies
 * Cool-down time, coupling statements, reality statements/reasons/rationales
 * Empathy, and Specific Praise
 * Allow cool-down time (pg. 148)
 * Stay away from content (focus on specific behaviors, not motives or blame). || * Look at the student
 * Use the student's name
 * Voice tone (pleasant, calm)
 * Pacing (relax, give student time to respond)
 * Open stance, posture
 * Appropriate proximity
 * Facial expressions, small/large body movements ||

What Does Assertive Behavior Look Like?

 * __Body Language__: erect posture, facing the student, appropriate proximity, facial expression matches the message
 * __Appropriate Voice Tone__: speak clearly & deliberately, avoiding displays of emotion
 * __Persist__ until the student responds with the appropriate behavior
 * Don't ignore inappropriate behavior
 * Don't be diverted by a student denying, arguing, blaming
 * Listen to legitimate explanations

=**Reactive Strategies - Positive/Praise & Corrective**=

Proactive/Preventive - Supportive - Corrective


 * Positive/Preventive Strategies || ===BTEM Corrective Strategies=== ||
 * # Social Skills Instruction
 * 1) Relationship Building Techniques
 * 2) Empathy
 * 3) Initial/Specific Praise
 * 4) Effective Praise
 * 5) Preventive Prompt
 * 6) Procedures/Routines
 * 7) Reasons/Rationales || # ||
 * ===Additional Positive/Preventive Strategies=== || ===Additional Corrective Strategies=== ||
 * # Students engaged in learning
 * 1) Proximity
 * 2) Scanning
 * 3) Proximity
 * 4) Scanning
 * 5) The "look" ||
 * 1) The "look" ||


 * Continuum of Reactive Strategies

Procedures/Routines

<span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;">** Boys Town Education Model - “The Well-Managed Classroom” ** (pgs. 7-10) <span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;">** The Purpose of Classroom Management ** <span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;">The purpose of classroom management is to positively affect student behavior and ultimately, academic achievement through school-based intervention strategies that emphasize... <span style="display: block; height: 1px; left: -40px; margin-left: 0.75in; overflow: hidden; position: absolute; text-indent: -0.25in; top: -25px; width: 1px;">a. Behavior management practices <span style="display: block; height: 1px; left: -40px; margin-left: 0.75in; overflow: hidden; position: absolute; text-indent: -0.25in; top: -25px; width: 1px;">b. Relationship-building techniques <span style="display: block; height: 1px; left: -40px; margin-left: 0.75in; overflow: hidden; position: absolute; text-indent: -0.25in; top: -25px; width: 1px;">c. Social skills instruction <span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;">** The Model ** <span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;">As an intervention strategy, the Boys Town Educational Model (BTEM) ** emphasizes preventive practices ** rather than reactionary responses. In that regard, the BTEM is similar to, and reflective of, two other holistic models that are prominent in education literature and practices – ** positive behavior support ** and ** authoritative communities **. <span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;">** Positive Behavior Support Model ** <span style="display: block; height: 1px; left: -40px; margin-left: 0.25in; overflow: hidden; position: absolute; text-indent: -0.25in; top: -25px; width: 1px;"> · When a ** positive behavior support model ** is applied to school settings, the main objective is to fix or alter the environment so it becomes more nurturing and supportive of students’ academic and social needs. As a result, problem behaviors become “irrelevant, inefficient, and ineffective” (Carr et al., 2002, p.5). <span style="display: block; height: 1px; left: -40px; margin-left: 0.25in; overflow: hidden; position: absolute; text-indent: -0.25in; top: -25px; width: 1px;"> · ** 3 Tier Model ** - Typically, positive behavior support involves a three-tiered approach with primary, secondary, and tertiary intervention strategies. <span style="display: block; height: 1px; left: -40px; margin-left: 0.25in; overflow: hidden; position: absolute; text-indent: -0.25in; top: -25px; width: 1px;"> · School wide discipline practices and social skills instruction targeting all students in all settings (classrooms, hallways, gymnasiums, cafeterias, etc.) characterize primary intervention. <span style="display: block; height: 1px; left: -40px; margin-left: 0.25in; overflow: hidden; position: absolute; text-indent: -0.25in; top: -25px; width: 1px;"> · These measures are universally applied to everyone, regardless of their academic and behavior abilities (Sugai et al., 2000; Walker & Sprague, 1999). <span style="display: block; height: 1px; left: -40px; margin-left: 0.25in; overflow: hidden; position: absolute; text-indent: -0.25in; top: -25px; width: 1px;"> · The strategies Boys Town advocates in // “The Well-Managed Classroom //” represent ** primary ** or ** universal interventions **. <span style="display: block; height: 1px; left: -40px; margin-left: 0.25in; overflow: hidden; position: absolute; text-indent: -0.25in; top: -25px; width: 1px;"> · Research shows that universal interventions can be effective with as many as 80 percent of a school’s student body (Colvin, Kame’enui, & Sugai, 1993; Taylor-Greene et al., 1997). In other words, those students adapt to the behavioral expectations and may not need more individualized intensive secondary or tertiary interventions. This majority can serve as the anchor that maintains a healthy school climate, provided their positive behaviors continue to be encouraged and supported. The use of proactive measures, such as social skills instruction and well-defined and communicated behavior expectations, help protect these students from adopting or developing disruptive behavior patterns (Sugai, Horner, & Gresham, 2002). <span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;">** Authoritative Communities ** <span style="display: block; height: 1px; left: -40px; margin-left: 0.25in; overflow: hidden; position: absolute; text-indent: -0.25in; top: -25px; width: 1px;"> · As coined by the Commission on Children at Risk, “authoritative” doesn’t mean manipulative control or coercion. Rather, it represents an environment with a shared vision, where youth have structure, clear limits, boundaries, and expectations, yet are also surrounded by caring, nurturing, and involved adults. These are the very principles that are embodied in the BT classroom management model. <span style="display: block; height: 1px; left: -40px; margin-left: 0.25in; overflow: hidden; position: absolute; text-indent: -0.25in; top: -25px; width: 1px;"> · Ultimately, “classroom management,” “positive behavior support,” and “authoritative communities” are theoretical concepts that are related to a single idea: Relationships. School is a social experience, but there are too many students, parents, and educators whose social interactions are strained, stressful, and unsatisfying. Instead of saying to students, “Get along,” we need to teach them what “getting along with others” looks and sounds like. Instead of telling parents, “Stay away,” we need to communicate and encourage their participation. Too often the practices and structures of classrooms and schools give its stakeholders contradictory and confusing messages. <span style="display: block; height: 1px; left: -40px; margin-left: 0.25in; overflow: hidden; position: absolute; text-indent: -0.25in; top: -25px; width: 1px;"> · The practices and strategies outlined in “The Well-Managed Classroom” are designed to break down barriers and overcome obstacles so you can create and sustain a productive, collaborative, and cooperative learning environment. <span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; text-align: right; top: -25px; width: 1px;">“The Well-Managed Classroom” (pgs. 7-10)

<span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; text-align: center; top: -25px; width: 1px;">** Managing Yourself **(Ch. 12) ** & ** <span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; text-align: center; top: -25px; width: 1px;">** Quality Components of Communication ** <span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: -25px; width: 1px;"> <span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; text-align: center; top: -25px; width: 1px;">** Managing Yourself **(Ch. 12) ** & ** <span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; text-align: center; top: -25px; width: 1px;">** Quality Components of Communication **