Positive Behavior Support (PBS) in St. Vrain Valley School District.
-
Upload
joanna-snow -
Category
Documents
-
view
215 -
download
2
Transcript of Positive Behavior Support (PBS) in St. Vrain Valley School District.
Positive Behavior Support (PBS) in St. Vrain Valley
School District
Purpose
• The purpose of the Colorado school-wide Positive Behavior Support initiative is to establish and maintain safe and effective school environments that maximize the academic achievement and behavioral competence of all learners in Colorado.
Buckingham & Coffman, 2002, Gallup survey1 million workers, 80,000 managers, 400
companiesPredictable work environments are places where employees: Know what is expected Have materials and equipment to do job correctly Have supervisor who cares and pays attention Receive recognition each week for good work Receive encouragement to contribute and improve Can identify a person at work who is “best friend” Feel mission of organization makes them feel like
their jobs are important See people around them committed to doing a good
job Feel like they are learning new things (getting better) Have opportunity to do their job well
Predictable school environments are places where students, school staff, family members,
and community partners….
Know what is expected Have curriculum and instruction to do the job correctly Receive recognition for demonstrating expectations Have teacher/parent/principal who cares, and pays attention Receive encouragement to contribute and improve Can identify someone “who they can relate to” Feel mission of classroom/school makes them feel like their
efforts are important See students/teachers/principal around them committed to doing
a good job Feel like they are learning new things (getting better) Have an opportunity to do their learning/teaching well
Invest in Prevention (school-wide)Build a Culture of Competence
• Define behavioral expectations• Teach behavioral expectations• Monitor and reward appropriate behavior• Provide corrective consequences for
behavioral errors.• Information-based problem solving• Do not expect school-wide efforts to
affect students with chronic problem behavior.
• Defining and consistently teaching expectations of behavior for students, parents and educators
• Acknowledging and recognizing students and adults consistently for appropriate behaviors
• Monitoring, correcting or re-teaching behavioral errors
Positive School Climate: Essential Practices
Behavior and Academics are Linked
Improvements in student behavior and school climate are related to improvements in academic outcomes.
Fleming et al., 2005; Kellam et al., 1998; McIntosh et al., 2006; Nelson et al., 2006; Nelson et al., 1996; Wentzel, 1993
Talking points on School-wide Positive Behavior Support & school-based mental health (2006). National Center on
Positive Behavioral Interventions and Supports, Center on Behavioral Education and Research, University of Connecticut, Positive Behavioral Interventions and Support Website:
http://www.pbis.org/files/gstalkingpoints0107.doc
Differentiated Support
The triangle has become the operating principle for current school reform efforts…– Instruction is differentiated– Progress is monitored frequently– Teams use data for decision making– A continuum of academic and behavioral
support is provided for ALL learners and embedded in a larger systems change effort by the school
Guiding Principles
• Academic achievement and behavioral competence are the result of school personnel and families working together to provide a continuum of support for all learners. A continuum of academic and behavioral support includes:
• (a) school-wide interventions for all learners, • (b) specialized interventions for learners who are at-risk
for academic or social failure due to behavior challenges, and
• (c) individualized interventions for students with intense/chronic behavior challenges.
4 PBS Elements
• Systems = a predictable expectation and reaction
• Data = accurate platform for change
• Practices = teaching behaviors and rewarding expectations
• All components of PBS – systems, data, and practices are critical to achieve the student outcomes of social and academic competence.
SYST
EMS
PRACTICES
DATAOUTCOMES
DATA
• Clear definitions
• Efficient procedures
• Easy input/output
• Readable displays
• Regular review
SYSTEMS
• Training to fluency
• Continuous evaluation
• Team-based action planning
• Regular relevant reinforcers for staff behavior
• Integrated initiativesSY
STEM
S
PRACTICES
DATAOUTCOMES
SYST
EMS
PRACTICES
DATA
OUTCOMES
PRACTICES
• Evidence-based
• Outcome linked
• Cultural/contextual adjustments
• Integrated w/ similar initiatives
• Doable
SUMMARY of PBS “BIG IDEAS”
SYSTEMS (How things are done) Team based problem solving Data-based decision making Long term sustainabilityDATA (How decisions are made) On-going data collection and use of behavioral data to
make decisionsPRACTICES (How staff interact with students) Direct teaching of behavioral expectations On-going reinforcement of expected behaviors Functional behavioral assessment
PBS is…
• Not specific practice or curriculum– it’s general approach to preventing problem
behavior
• Not limited to any particular group of students– it’s for all students
• Not new– its based on long history of behavioral practices
and effective instructional design and strategies
What Will You See in a PBS School?
• Small number of positively stated and behaviorally exemplified expectations are taught and encouraged (PAWS acronym and teaching matrix).
• Positive adult-to-student interactions exceed negative (5 positive to 1 negative)
• Data- and Team-based action planning and implementation are operating (use of discipline data)
• Administrators are active participants in all aspects of implementation
• 80% of students can tell you what is expected of them and give behavioral example because they have been taught, actively supervised, practiced, and acknowledged.
Westview Middle School
•Public voice
•APPROPRIATE aCTIONS
•Winning Attitudes
•Safe Spaces
Indian Peaks Elementary
•PRIDE
•EXCELLENCE
•ACHIEVEMENT
•KINDNESS
•SAFETY
Sanborn Elementary•Sanborn Superstars
•Sanborn
•Treats
•All
•Respectfully
Mountain View Elementary
•R 2B’s•Respect yourself and others
•Be Responsible
•Be safe
Erie Elementary
•Prepared to learn
•Acting respectfully
•Working hard
•Staying safe
RAH – at Adams City High School(Respect – Achievement – Honor)
RAH Classroom
Hallway/Commons
Cafeteria Bathrooms
Respect Be on time; attend regularly; follow class rules
Keep location neat, keep to the right, use appropriate lang., monitor noise level, allow others to pass
Put trash in cans, push in your chair, be courteous to all staff and students
Keep area clean, put trash in cans, be mindful of others’ personal space, flush toilet
Achievement
Do your best on all assignments and assessments, take notes, ask questions
Keep track of your belongings, monitor time to get to class
Check space before you leave, keep track of personal belongings
Be a good example to other students, leave the room better than you found it
Honor Do your own work; tell the truth
Be considerate of yours and others’ personal space
Keep your own place in line, maintain personal boundaries
Report any graffiti or vandalism
School-wide Systems(All students all settings all times)
Create a positive school culture:School environment is predictable
1. common language
2. common vision (understanding of expectations)
3. common experience (everyone knows)
School environment is positive
regular recognition for positive behavior
School environment is safe
violent and disruptive behavior is not tolerated
School environment is consistent
adults use similar expectations.
Differing Instructional Approaches
• Academics
- Teach
- Reinforce
- Guided & independent practice
- Correction of learning errors are data driven
- Proactive
• Social/Behavioral
- Assume
- Punish
- Practice not required
- Corrections are based on how the behavior is performed
- Reactive
Consider…
• WE TEACH:– Academics– Music– Art– Team sport
• WE CORRECT:– Behavior
THIS IS A SCIENCE
• Define it
• Teach it
• Practice it
• Acknowledge it
• Correct it
• Monitor it
• Revise it
Students, teachers, and parents need to model
exactly what the behavior looks like in the setting.
1-5% 1-5%
5-10% 5-10%
80-90% 80-90%
Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity
Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures
Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response
Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response
Universal Interventions•All students•Preventive, proactive
Universal Interventions•All settings, all students•Preventive, proactive
Designing School-Wide Systems for Student Success
Academic Systems Behavioral Systems
• Students are acknowledged and rewarded for achievement in academics. This recognition reinforces and motivates the student.
• Why not also acknowledge students for exhibiting appropriate behavior?
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
On-going Reward of Appropriate Behavior
• Every faculty and staff member acknowledges appropriate behavior.
• 5 to 1 ratio of positive to negative contacts
• System that makes acknowledgement easy and simple for students and staff.
• Different strategies for acknowledging appropriate behavior (small frequent rewards more effective)
• Beginning of class recognition
• Raffles
• Open gym
• Social acknowledgement
Continuum of Consequences for Behavioral Errors
• Do not ignore problem behavior.• (unless ignoring is part of a specific program)
• Define specific teacher responses for “minor” and “major” problem behavior.
• Define a general “rule” for when a teacher should send a student to the office.
• Do NOT expect office referrals to change behavior.• Use office referrals to (a) prevent problem behavior from being
rewarded, (b) prevent escalation, and (c) prevent problem behavior from interrupting on-going instruction.
• Use teaching to change behavior• See www.swis.org for a list of behavioral definitions for problem
behavior.
PBS Schools “Work Smarter not Harder”
• Accurately collecting and analyzing behavioral data gives schools the greatest benefit from the smallest change.– Decreases broad generalizations of
behavioral problems (students, locations, time of day, etc.)
– Enables school staff to zero in on “real” issues
PBS Resources
• www.cde.state.co.us/pbs• www.pbis.org• www.swis.org• www.pbismaryland.org• http://behaviordoctor.org
For more information, contact your PBS coach: Kim O’Donohue, Donna Thompson, or KG Campanella-Green
303-772-7700
• Acknowledgement to Colorado Department of Education and National PBIS Center for information and graphics.