School-wide Positive Behavior & Supports Staff Introduction.
Positive Behavior Support School-wide Implementation
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Transcript of Positive Behavior Support School-wide Implementation
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Positive Behavior SupportSchool-wide Implementation
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•Module 1: Introduction•Module 2: Moving the Team and Process Forward•Module 3: Guidelines for Success•Module 4: Data-driven Decision-making•Module 5: Promoting Success in Common Areas•Module 6: Teaching Expected Behaviors and Guidelines for Success•Module 7: Effective Monitoring and Supervision•Module 8: School-wide Reinforcement Systems•Module 9: Action Planning
Positive Behavior Support:School-wide Implementation
Agenda
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Module 1
Introduction:School-wide PBS
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PUZZLING Evidence
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• Duncanville/Alexander Elementary• Grand Prairie/Kennedy Middle School
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Remember A Teacher
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Connecting With Children
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The Texas Behavior Support Initiative is…
• Knowledge and skills regarding positive behavior supports for all students, including those with disabilities
• School-wide, classroom and individual systems of support
• Data collection tools to inform decision-making for program improvement
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PBS Training Requirements• PBS Leadership Team training
required• Leadership team should include:
– Campus administrator or designee– General and special education personnel
representing major school stakeholder groups
– Other personnel or stakeholders (e.g., related service staff, classified staff, parent, school resource officer)
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Foundation for PBS• National
– IDEA, 1997– No Child Left Behind, 2001– Surgeon General’s Report,
2001– Minority Students in
Special and Gifted Education, 2002
– Twenty-third Annual Report to Congress, 2002
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Foundation for PBS
• Texas– Critical Issues Paper, 1997– TX Behavior Network, 1998– TX Improvement Planning, 2001– Personnel Needs Survey, 2001– Senate Bill 1196, 2001– TBSI, 2002 and 2004
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Many Schools are Faced With• Lack of student motivation• Lack of engagement during instructional time• Excessive discipline referrals• Misbehavior in common areas• Lack of respect• Ineffective transitions between classes • Fights & assaults• Truancy/attendance• Gang activity/tagging
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Resulting in• School failures• Poor academic outcomes• Drop-out/Lack of involvement in the school• Involvement in Juvenile Justice System• Alternative School placements• Reactive punishment• Administrative time focused on crisis
management• Loss of ADA funds• Suspensions (discretionary & mandatory)
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Positive Behavior Support
• Involves– Critical Issues Paper, 1997– Active leadership from administrators– High Expectations for student achievement– Data-driven decision-making– Team approach to design interventions and solve
chronic problems
• It is not– New– A specific or “canned curriculum– Limited to any particular group of students
Randy Sprick, Ph.D., “Safe and Civil Schools”
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What is PBS?
• Systemic approach based on an extensive body of evidence-based practices
• Prevention, rather than punishment-based
• Focus on teaching academic, social and behavioral expectations
• Emphasis on culturally appropriate practices
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Building Safe, Civil
And
Productive Schools
PBS is…
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Three-Tiered Model of Supports
Universal/School-wide
Selected/Classroom
Targeted/Individual Students
(All Students)School-wide Systems of Support
75-80% of Students
(At-Risk Students)Classroom/Small Group Strategies
15-25% of Students
(High-Risk Students)Individual Intervention
5-10% of Students
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Red Flags that initiate systems-support for individual students
System Resources available to assist staff in designing support plans for individual students
Behavior Support
Effective Instruction
Universal strategies at the school-wide and classroom levels designed to support ALL students
IndividualSupport
Plans
Randy Sprick, Ph.D., “Safe and Civil Schools”
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School Climate = School Safety
• Climate is the Behavior of the Staff
• Every building has it’s own Personality
• Tone• Disinvitational
messages can be lethal
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Physical Safety
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I don’t just GO here; I BELONG here.
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Emotional Safety: Meeting Basic Human Needs
• Survival• Recognition• Acknowledgement• Attention• Belonging• Competence• Nurturing• Purpose• Stimulation/Change
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Important themes:
• Structure/organize all settings for success.
• Clarify expectations for student behavior.
• Teach expectations directly to students.
• Interact positively with students.
• Correct misbehavior calmly, consistently and immediately.
Randy Sprick, Ph.D., “Safe and Civil Schools”
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Prevailing Myths
Randy Sprick, Ph.D., “Safe and Civil Schools”
Behavior can be controlled through punishment
Role-bound authority is the bottom line
“But discipline use to work-didn’t it?”
If getting tough doesn’t work, get tougher.
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What Does School-wide PBS Look Like?
• School climate is invitational, instructional, and proactive
• School-wide behavior expectations are in place and used consistently
• Behavior expectations are taught and reinforced on regular basis
• Active supervision is observable• An effective system for gathering
and analyzing data is in place to– Facilitate effective decision-
making– Assist in setting priorities– Provide feedback to and/or from
staff members and the team
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Is based on school-based
data and sound research
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Data Samples
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Your Team Will Drive an On-going Improvement Process
Review
ReviseAdopt
Implement/Maintain
Prioritize
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Develop and ImplementSchool-wide Expectations for
your Campus• Goal• Behavior expectations• Range of possible
consequences• Encouragement
procedures• Supervision
responsibilities• Teaching
responsibilities
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If there is a significant level of misbehavior in school-wide activities
and/or common areas, you may want to consider the following questions:
Create consistency in common areas
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• Are expectations clear?
• Are expectations taught and re-taught as needed?
• Is the area/activity structured for success?
• Is supervision and monitoring…−adequate−consistent−rational/non-emotional
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The Art of Supervision
Instruction
Interacting Positively
Professional
Proactively Intervening
Visibility Scanning Circulating
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Module 1: Team Assignment
Common Areas• Hallways• Cafeteria• Arrival• Dismissal• Parking Lot• Restrooms• Playground• Bus• Commons Area• Assemblies
Staff Decision• 1, 2 or 3• 1= Area that I want to see
improvement • 2=2nd area I would like to
see improved• 3=3rd area I would like to
see improved • Go with the majority but
also consider your data• Report out which of the
areas (no more than 3) you will be working on
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• Identify PBS as a staff development “priority”
• Align school-wide PBS with Campus Improvement Plan (CIP) and other initiatives • Include observations in your data
• Review discipline data
• Summarize strengths
• Develop implementation plan
Keys to Establishing School-wide PBS
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Module 1: Team Assignment • Determine where you are with creating “PBS” awareness on
your campus and brainstorm how you will address it
• Determine the most effective way to share the information
−What will be the best setting and format?−Who will present/share information?−What information will the participants need?−When will it take place?
* Remember to add the assignment to your Module 1 “To Do List”