Tarek Sobh University of Bridgeport, USA Khaled Elleithy University of Bridgeport, USA
PBS TEAM TRAINING BRIDGEPORT PUBLIC SCHOOLS 2007-2008 .
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Transcript of PBS TEAM TRAINING BRIDGEPORT PUBLIC SCHOOLS 2007-2008 .
PBSTEAM TRAINING
BRIDGEPORT PUBLIC SCHOOLS
2007-2008
www.pbis.org
SWPBS is about….
Problem Statement
“We give schools strategies & systems for developing positive, effective, achieving, & caring school & classroom environments, but implementation is not accurate, consistent, or durable. Schools need more than training.”
SWPBS Logic
Successful individual student behavior support is linked to host environments that are redesigned & supported to be effective, efficient, durable, & relevant for all students(Zins & Ponte, 1990)
SYST
EMS
PRACTICES
DATASupportingStaff Behavior
SupportingStudent Behavior
OUTCOMES
Supporting Social Competence &Academic Achievement
SupportingDecisionMaking
Basics: 4 PBS
Elements
Primary Prevention:School-/Classroom-Wide Systems for
All Students,Staff, & Settings
Secondary Prevention:Specialized Group
Systems for Students with At-Risk Behavior
Tertiary Prevention:Specialized
IndividualizedSystems for Students
with High-Risk Behavior
~80% of Students
~15%
~5%
CONTINUUM OFSCHOOL-WIDE
INSTRUCTIONAL & POSITIVE BEHAVIOR
SUPPORT
RtI
Classroom
SWPBSSubsystems
Non-classroom Family
Student
School-w
ide
1.Common purpose & approach to discipline
2.Clear set of positive expectations & behaviors
3. Procedures for teaching expected behavior
4.Continuum of procedures for encouraging expected behavior
5. Continuum of procedures for discouraging inappropriate behavior
6. Procedures for on-going monitoring & evaluation
School-wide
• Positive expectations & routines taught & encouraged
• Active supervision by all staff– Scan, move, interact
• Precorrections & reminders
• Positive reinforcement
Non-classroom
• Classroom-wide positive expectations taught & encouraged
• Teaching classroom routines & cues taught & encouraged
• Ratio of 6-8 positive to 1 negative adult-student interaction
• Active supervision• Redirections for minor, infrequent behavior errors• Frequent precorrections for chronic errors• Effective academic instruction & curriculum
Classroom
• Behavioral competence at school & district levels
• Function-based behavior support planning
• Team- & data-based decision making
• Comprehensive person-centered planning & wraparound processes
• Targeted social skills & self-management instruction
• Individualized instructional & curricular accommodations
Individual Student
• Continuum of positive behavior support for all families
• Frequent, regular positive contacts, communications, & acknowledgements
• Formal & active participation & involvement as equal partner
• Access to system of integrated school & community resources
Family
Primary Prevention:School-/Classroom-Wide Systems for
All Students,Staff, & Settings
Secondary Prevention:Specialized Group
Systems for Students with At-Risk Behavior
Tertiary Prevention:Specialized
IndividualizedSystems for Students
with High-Risk Behavior
~80% of Students
~15%
~5%
CONTINUUM OFSCHOOL-WIDE
INSTRUCTIONAL & POSITIVE BEHAVIOR
SUPPORT
~80% of Students
~15%
~5%
CONTINUUM of SWPBS
Tertiary Prevention• Function-based support• • • •
Secondary Prevention• Check in/out• • • •
Primary Prevention• Teach SW Expectations• • • •
Audit
1.Identify existing efforts by tier
2.Specify outcome for each effort
3.Evaluate implementation accuracy & outcome effectiveness
4.Eliminate/integrate based on outcomes
5.Establish decision rules (RtI)
Acknowledging SW Expectations: Rationale
• To learn, humans require regular & frequent feedback on their actions
• Humans experience frequent feedback from others, self, & environment– Planned/unplanned
– Desirable/undesirable
• W/o formal feedback to encourage desired behavior, other forms of feedback shape undesired behaviors
Reinforcement Wisdom!
• “Knowing” or saying “know” does NOT mean “will do”
• Students “do more” when “doing works”…appropriate & inappropriate!
• Natural consequences are varied, unpredictable, undependable,…not always preventive
Rule Violation Guidelines• Build continuum with decision rules
(RtI)
• Link to positive teaching/prevention procedures
• Ensure more positive interactions than negative
• Engage in regular data review
Level DefinitionBehavior Examples
Procedures Involvement
Major Illegals
Law violating behavior requiring municipal response
Dangerous weapons
Substance possession, truancy, vandalism, stealing,
1. Immediately report event to administrator
2. Follow district/state policies and procedures
3. Document event
Student, parent, law enforcement, school & district administrators, school staff
Majors Serious rule-violating behavior that disrupts teaching & learning, puts student or others at risk of harm, & requires administrative active
Repeated noncompliance, serious aggression, skipping class, directed profanity, harassment, serious threats, tobacco, destruction of property,
“Third” minor in 24 hours.
1. Signal that school rule-violating behavior observed
2. Restate desired/appropriate behavior
3. Direct/escort student to office/administrator
4. Document event with office discipline referral form
5. Enter data into system
Student, staff person, parent, school administrator
Minors of Note
Rule violating risk behavior which requires on-going monitoring
Disruptions, tardies, dress code violations, teasing,
1. Signal social behavior error has been made
2. Restate/reteach appropriate behavior
3. Provide positive reinforcer for next display of appropriate behavior
4. Document event with office discipline referral form
5. Enter data into system
Student, staff person, homeroom teacher
Minors Rule violating behavior which does not require on-going monitoring, but needs to be retaught
Minor disruptions, off task, 1. Signal social behavior error has been made
2. Restate/reteach appropriate behavior
3. Provide positive reinforcer for next display of appropriate behavior
Student, staff member
CLASS ROOM VS. OFFICE MANAGED REFERRALS
Complete office referral and send
to the office
Is this the 4th time for this student after
3 separate classroom
interventions?
Re-teach and follow classroom discipline
Procedures with appropriate interventions*
Is this a minor rule violation (requiring classroom
interventions?)
Debrief and re-teach
expectation
Rule violation occurs again
Review classroom discipline procedure
with student, practicing it consistently
Focus on positive behaviors. Give
ROCKS coupons
Rule violation occurs
Inform student of rule violation and re-teach ROCKS expectation,
including Class Social Contract
RULE VIOLATIONS PROCEDURES FOR CLASSROOM
* Classroom interventions should include an increasing level of intervention such as time out, non-participation in reward activities, change of student’s seat, note sent home or phone call to parent/guardian, conference with parent and student, classroom detention, peer mediation, refer to counselor, refer to SAT, etc.
No
Yes
Yes
No
Middle School Teacher Managed Behavior
– Excessive talking
– Attendance tardy inform parents
– Off task (Disruptive)
– Gum/Food/Candy
– Drinks
– Missing Homework
– Not prepared for class
– Name calling
– Dishonesty
– PDA
– Running in Hall
– Passing notes
– Backtalk directed at Adults
– Cheating/Plagiarism
– Writing on school property
Office Managed Behavior
– Attendance Tardy
– Insubordination
– Fighting
– Vandalism
– Verbal/Physical Intimidation
– Weapons
– Gang Representation
– Cutting class/school
– Theft
– Drug Violations
– Directed Profanity
– Harassment (including sexual)
– Controlled Substances
– Threats
– Security threat/breach
– Lewd notes
– Repeated Backtalk (3)
– Repeated PDA
– Dress Code
– Cutting Teacher Detention
High SchoolTeacher Managed Behavior
– Excessive talking– Attendance tardy
inform parents– Off task– Drinks/Food/Gum (with
clear expectation for your class)
– Missing Homework– Not prepared for class– Inappropriate Language– Lying– Dishonesty– Dress code violating– PDA– Hallway Disruption– Passing notes– Cheating/Plagiarism
Office Managed Behavior– Fighting– Attendance Tardy– Insubordination– Vandalism– Verbal/Physical Intimidation– Weapons– Gang Representation– Cutting class/school/teacher
detention– Theft– Drug Violations– Directed Profanity– Arson– Harassment – Lewd notes– Controlled Substances– Threats– Repeated/Severe Offenses– Security threat/breach