About R/G Choices
Teacher Talk: I Use R/G
Daily Sheets Home
Small Group Samples
R/G IEP Goals
To The Bus!
The Fire "Yell"
High School Materials
Green (2003) © "Red and Green
Irene is a special education, multiple disabilities instructor with
thirteen years experience in various settings. She has worked in an
inclusionary model public high school and elementary school, an MR/DD
facility ages 3-21, an alternative school with elementary aged
students, and a public vocational/career center for students aged
Irene began a successful & first in-house multihandicapped resource
room for an inclusionary model public elementary school. With
that, she wrote many individual behavior plans, while serving as an
Intervention Consultant and also as that district’s first Specialized
Instruction Team Leader. She developed the district’s first summer
autism program, co-authored a $30,000 "Successful Model for
Students with Autism Spectrum Disorder" grant, and co-published
the grant article in "Highlights in Special Education" from the
Ohio Department of Education. Irene served on her "Effective
Schools" District Core Team, Building Leadership Team and
In-Building Facilitation Team, while also serving on her district-wide
technology team. She attended a two-day state technology conference in
Columbus, along with regular education teachers, and secured a $5,000
augmentative / assistive technology device for a non-verbal student
with autism. Irene also provided in-home academic & behavioral
consultation to new students and parents entering her classroom.
After successful implementation of her own behavioral and academic
strategy, “Red and Green Choices”, many teachers, parents,
school psychologists, and principals scheduled classroom observations
and wanted to know exactly what she was doing. So, Irene decided to
adult strategy book, “Red and Green Choices, A Positive Behavioral
Development Strategy for Students with Autism or Behavioral
Predispositions” and then complimented the approaches with two behaviorally directive children’s
books, “Cindy T’s Circle Time” and “Niki’s Next Grade”.
She continues to expand her supportive teaching tools with her most
recent endeavor of creating “Red and Green Choices” classroom posters for
general education and special education classrooms and teachers. Irene
continues to provide strategies through her web-site writings and
Irene uses her pseudonym, "Green Irene", to retain anonymity.
Beginning the 2005-06 school year...
Irene began her career shift with a
new teaching position at a local ESC (Educational Service
Center) for high school Multiple Disabilities students aged 17 to 21.
Irene was quite hesitant to begin incorporating Red and Green Choices
for students with the ability to work in community based job-sites,
but is thankful to report after the first quarter / nine weeks that
each student - does NOT want "red" on their paper (daily sheet home).
Irene is still amazed by the effect of her strategies, no matter what
"Even though I am now in a high school setting, the students'
responses remain the same... through establishing a 'behavioral trust'
relationship with each child through consistent and concrete reactions
and results (consequences)... students amazingly realize a behavior
needs to be changed - and are willing to be responsible for their own
actions and reactions!"
"It's the same predicted response I created in "Niki's Next
Grade" in 2003-- the students do NOT want red on their paper. I
had an 18 year old student (2005) trying to negotiate with the
program teacher (regular education teacher) to not tell me of
his red choice.. because he would get red on his paper and his
dad would see it. I remember when my kindergartner did
this to the classroom aide in gym class! The kindergarten
student make red choices, and after realizing the set
consequence, tried to negotiate with her to not tell me, because
he did NOT want red on his paper."
"This is of course, after establishing the
13 Fundamentals.. being available for
support and assistance, remaining firm and positive, while negotiating
with each student to find out what motivates them to make green
choices. The 'red' naturally fades when an alternative or appropriate
and desired response if offered consistently - when the adult is a
trusted person - known for being consistent, precise and supportive."
The 2008-09 school year...
After spending time with her newborn since the spring, Irene is now
working in a new district as a part-time fifth-grade resource room
instructor for language arts, and joining her students during
inclusionary math. Her first day of employment was Monday, November 3.
Before the students arrived, Irene began reorganizing the physical
structure of the classroom. This may be overlooked, but the flow of
the classroom and setting specific areas for specific tasks is very
important to Irene. She knew what she needed; a 1:1 one teacher table,
a small group table, the computer area for a reading program, and a
large group desk area.
Irene was sure to implement the fundamentals of the program on the
first day the students entered the classroom. Exact expectations and
procedures were explained as they occurred.
As soon as the students entered the room the very first day, Irene
explained that upon entrance there will be a phonics paper ready and
on everyone's desk. To ensure a smooth transition, and for students to
refocus attention; a quiet independent activity is established for
about 10 minutes. This assists students in realizing the new
environmental expectations, and lessens chaotic situations and stress
on students. Students enter a quiet and calm environment.
Then, as the timer was used for academic rotations Irene explained
where students were to go and what was to occur.
Throughout the first week, Irene explained to the group that she
wasn't sure which words they could read and to try their best. She
further explained that once she could see what was completed
independently, the work would change.
On the first day of class...
Every time a behavioral situation occurred, Irene asked everyone to
stop what they were doing, and look at her. Irene was providing an
explanation and expectation. A student told another that he did not
want to catch her germs and so on. The students were kindly asked to
stop, then the entire group's attention was gained. Irene stood before
the class and explained this very important and ONLY classroom
expectation: POSITIVE COMMENTS.
Irene stood before all of the students and aide and explained what she
had heard, and wrote POSITIVE COMMENTS on the whiteboard. A time
later, another student started arguing with another in the computer
area. The class was again asked to stop working and look at Irene. She
was again stood before the class and pointed to the POSITIVE COMMENTS
words on the board.
The third day of class...
a student diagnosed with a behavioral disorder and on the verge of
attending a behavioral school facility was having difficulty reading
and made a negative comment about his work. He said it was a "dumb
No matter the severity of the negative comment or action, it must be
immediately addressed. Irene explained to him that he always has two
choices: positive comments and negative comments. He may instead; say,
these words are taking a long time to read, or, may I please have a
The next rotation, this explanation and expectation was provided to
the entire class. Irene let everyone know that she heard a student say
"dumb story" and explained the POSITIVE COMMENTS expectation again.
Irene held the student after class to further provide 1:1 behavioral
strategies to the student. They wrote the exact instance and talked
about it when the student was calm. Irene then walked him to physical
education, since he was late. A phone call was made to mom [voice
message] to sign the explanation/expectation note.
The next day, this particular student was provided with a "daily sheet
home". It may be viewed
by clicking this.. with a name change. His mother was called
on the next evening to explain the program. She was thrilled her son
was receiving behavioral intervention to prevent him receiving
schooling at the behavioral school. Mom was asked to review the daily
sheet home, and that indeed there would be one everyday. Irene explained
the importance of her positive and proud reactions, and reading the
sheet with him everyday.
His daily sheet home was filled with green checks and a one to three
word description of the behavior. This is to reinforce the
green/positive behavior before introducing any red marks. He has no
red marks the first week, only "explanations and expectations" written
on the daily sheet. The green/positive choices were true, but
Irene obviously would not put that many in everyday. Irene exaggerated
the number to intentionally over express her reaction to the student's
performance. The student was reinforced for simple/routine actions.
The student was studying Irene's reactions and probably thinking...
this person is easy to please... I should do more positive just to see
it. Irene is sure this student was studying her behavior, as much as
she was studying his.
View photos of the sheets sent home the first week of school...
Thurs. 11/6 and Friday 11/7
It is imperative Irene develop a positive relationship with the
students, and ensure student needs are met. Irene feels this student
needed to know how serious she was about helping him.
The student may be thinking...
Was her positive and trusting attitude just a "show" the first
two days, or will this teacher actually help me to perform at my best?
Will this new teacher overreact to my negative comments and attitude,
or will she face me head-on?
Will new teacher set rules, expectations, and structure the
environment... or keep changing her mind and confuse me? I dislike
confusing and changing adults. I need structure and predictability.
Will this new teacher ignore my negative behavior... or show her
[A student probably needs a strong person to help them change. The
student will need to see the strong positive side, but probably
wants you to show weakness and negativity. By the adult
reacting negatively, it shows that the "positive" rule is just a fake
show, and not real and not really meant to be followed. If any action
the student displays annoys you, it may just reinforce the negative
behavior. The adult implementing the 'behavioral trust' relationship
must always stay positive and supportive to the student, but set
specific behavioral expectations.]
More updates to come...
Integrating portions of PBS (Positive Behavior Support), ABA (Applied
Behavior Analysis), FBA (Functional Behavioral Analysis) and my own
behavioral theories and principles through the application of such
programs based on individual students’ ages and ability levels to
attain appropriate and desired behavioral responses to environmental
Red and Green Choices interventions address the implementation
of setting high, reasonable, and achievable behavioral or academic
standards, then expecting students to choose acceptable and tolerable
green solutions to situations through the application of common
behavioral principles, positive behavior supports and interventions
and Red and Green Choices principles.
This strategy sets specific adult characteristics and expectations
including positive phrasing, remaining calm, consistent and firm
during child perceived chaotic situations. Red and Green Choices
necessitates its thirteen fundamentals for successful and effective
implementation. The program could be implemented on an individual
student basis, a classroom level, a core school-wide plan or as a
district-wide strategy to ensure preventive proactive behavioral &
academic strategies and supports for students, staff and parents.
IN-SERVICE PRESENTATION LEARNING OBJECTIVES
Attendees will be able to;
-Integrate Red and Green Choices’ Thirteen
Fundamentals for successful and effective program operations,
-Complete a Red and Green Choices Behavioral Stand;
A 10 Part Plan to Developing A Specific Individual Approach”,
a Red and Green Choices intervention program for successful
implementation of positive behavior supports and interventions
for individual students,
classroom-wide, school-wide or district-wide strategies
Green (2003) © "Red and Green