1

Developing an Organizational Structure

Dr. G. Roy Mayer

2

Why Have a Schoolwide Positive Behavior Support (PBS) Team?

It is impossible for one staff member to develop, implement, maintain a schoolwide discipline program. It takes a team

Involvement promotes change Members share varied perspectives, set

priorities, and help support other staff members

3

Why Have a Schoolwide PBS Team? (cont)

Multiple models are available

More individualized training of team members is possible

Closer monitoring and supervision of pilot programs are possible

4

Schoolwide PBS Team Responsibilities

Assess the need of staff Develop a comprehensive school plan

based on factors that contribute to problem behaviors

Setting priorities Identifying needed strategies, staff training,

and resources

5

Schoolwide PBS Team Responsibilities (cont)

Overseeing and assisting with staff training Overseeing program implementation and

evaluation Sharing outcomes and making program

modifications as necessary

6

Schoolwide PBS Team Membership

Two to five teachers School principal Pupil services personnel Students Parents Classified staff Community members Others as needed

7

Which Teachers Serve on the Team?

Will try new ideas and share them Will commit the time to work with those

on team Will assist others Will allow observers in their classroom Will pilot test new strategies Others listen to and ask for their advice

8

Advantages of Teachers Serving on the Team

Both tutor and tutee gain Similarity is increased More models

9

Why Must a Principal Serve on the Team?

School vandalism study Parent study (25% vs. 100%) Institutional study Must have on-going support

10

Why Have Pupil Services Personnel on the Team?

Have valuable expertise in addressing behaviors

Can consult with staff in implementing programs

Can help coordinate program activities

11

Why Have Students on the Team?

Perceptions are critical to the team Programs are better accepted, supported,

and enforced by students when they are involved in planning

12

Which Students Serve on the Team?

Representative of all student groups Highly respected by respective peer groups Committed to providing time and energy

13

Include Parent Members

Key to obtaining community acceptance and support for program

Offer community perspective Select those who are respected leaders in

the community

14

Why Include Classified Staff?(School secretary, custodian, aides, etc.)

Each have a unique perspective and understanding of campus needs

School secretary controls flow of information

15

Why Include Community Members?

Law enforcement and other civic leaders can help improve learning environment

School/community partnerships are key to sustaining the effort

16

Why and When to Include Others on the Team?

Inclusion depends on area being addressed (e.g., attendance, bus behavior, playground behavior, lunch area behavior, vandalism)

17

Purpose Statement of Team

Develop a simple, clear, and positive purpose statement for the team:

We the staff, student, and parents of

Progressive School are committed to

helping all students acquire the academic, social,

and behavioral skills necessary to become productive

citizens now and in the future. All students have the

right to learn these skills in a safe, caring,

and respectful environment.

18

Does Your Team Include…?

Two to five teachers (depending on size of school)

School principal Pupil services personnel Students Parents Classified staff Community members Others as needed

19

Targeted/Intensive

(High-risk students)Individual Interventions

(3-5%)

Selected(At-risk Students)

Classroom & Small Group Strategies

(7-10% of students)

Universal(All Students)

School-wide Systems of Support (85-90% of students)

• Intensive social skills training• Individual behavior management

plans• Parent training and collaboration• Multi-agency collaboration (wrap-

around) services

•Intensive social skills training•Self-management programs•Parent training and

collaboration•Adult mentors (check-in)•Increased academic support

• Social skills training• Positive, proactive discipline• Teaching school behavior

expectations• Active supervision and monitoring• Positive reinforcement systems• Firm, fair, and corrective discipline

Developed by: Institute on Violence & Destructive Behavior, University of Oregon (1999)

20

Establishing a Student Success Team (SST)

The programs developed by the schoolwide discipline and climate team (PBST) will address or prevent about 85% to 90% of the students, and early interventions will address about an additional 7% to 10% of the students.

21

Establishing a Student Success Team (SST) cont

The SST needs to be developed to address students needing early interventions and the remaining 1% to 7% of the students

One to 7% of the students are associated with about 50% of the behavior problems in a school

22

SST Responsibilities

Design intensive & early intervention programs for students who are at-risk for severe academic or behavioral problems

Conduct proactive, regular student screening & identification in the early grades to facilitate early detection of antisocial behavior (Look for characteristics of students who may need SST help) See Handout E

23

SST Responsibilities (cont)

Conduct proactive, regular screening & identification in grades 6 and above Look at office referrals - they can serve as

reliable predictors of aggression & dropping out

Conduct a comprehensive social skills assessment for identified students

24

SST Responsibilities (cont)

Arrange access to individuals who have established behavioral expertise enabling them to:

a. Functionally assess situations

b. Build proactive behavior support plans

c. Develop social skill lesson plans

d. Collect & interpret behavioral data

e. Establish & implement crisis intervention strategies

f. Train & provide support for involved staff & parents

25

SST Responsibilities (cont)

Arrange a structure so those who have regular contact with the student can meet together with the behavioral expert to plan the intervention & support program

Involve the family, the student, and community resources

26

SST Responsibilities (cont)

Evaluate progress & procedures in place Ensure high fidelity implementation &

continued support

Although tempting, simple solutions, one-shot efforts are not sufficient!

It takes a systematic, proactive, sustained, effective, & integrated approach to address serious behavior problems.

27

SST Members & Skills

Several members of the SST should overlap with the school discipline team to facilitate coordination & sharing of information

28

SST Members & Skills (cont)

The SST needs to have members containing the following areas of expertise:

a. Diagnosing mental health problemsb. Evaluating academic difficultiesc. Conducting a functional assessmentsd. Designing positive behavioral interventionse. Consulting with & supporting school staff, students,

and parentsf. Coordinating school & community servicesg. Collaborating with students & families

29

Comparing the PBST with the SST   See Handout E

30

Home and School Factors Contributing to Antisocial Behavior

Coercive Punitive Environment

Inconsistent Application of Consequence

Rules Unclear and Inconsistent

Little or no Acknowledgement of Appropriate Behavior

Misuse of Behavior Management Procedures

Rejection

31

Additional Factors Contributing to Antisocial Behavior

Home: Low Monitoring of Child Low Affection Personal Problems

School: Little Individualization in Teaching

Social Skills Mismatch of Instructional Materials

32

Thus, it should come as no surprise that a recent Federal publication stated:

“Studies indicate that approximately four

of every five disruptive students can be

traced to some dysfunction in the way

schools are organized, staff members

trained, or schools are run.”

(U.S. Department of Education, 2000).

33

Teacher Impact on Students

“I’ve come to the frightening conclusion that I am the decisive element in the classroom. It’s my personal approach that creates the climates. It’s my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child’s life miserable or joyous.” (Epachin et al., 1994).