UCSummer Institute

June2011

POSITIVESCHOOL

CLIMATE &POSITIVE

BEHAVIOR SUPPORTS

ACTIVITY

Write specific examples of the following:A. Commitment to partnerships with families and the

community to improve students’ academic and behavior achievement

B. Practices address the needs of all learners, including children with disabilities and children identified as gifted and talented

C. Learner supports are customized in ways to make content relevant and enable learning for language, culture, and other forms of student diversity

D. Systems are in place for positive behavior support practices across tiers 2

Commitment to partnerships with families and the community to improve students’ academic and behavior achievement

A.

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The Importance and Impactof Engaging Families

Increased sense of community

Better attendance and homework completion

Fewer placements in special education

More positive attitudes and behavior

Higher graduation rates Greater enrollment in

postsecondary education Higher expectations &

achievement4

Acknowledge & Respect

Cultural Differences“Effective cross-cultural communication includes the willingness to engage in discussions that explore differences openly & respectfully, interactions that dispel myths and open doors to understanding.”

Lynch & Hanson (1998)

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Ways to Encourage & SupportFamily Involvement

From The Comprehensive Evaluation for Family Engagement:Does your school say welcome?Is your school engaging for ALL families?

Is community outreach occurring?

Constantino, 20036

Examples include . . . . Collaborative decision making with

diverse families by:understanding how culture shapes values, beliefs, behaviors and communication

Cultural ReciprocityUse of Cultural Brokers/interpreters

Gathering information from families in ways that are respectful of the family’s cultural beliefs and values

Adapting to family communication stylesHelping families learn about programs,

organizations and systems with which they are interacting

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Practices address the needs of all learners, including children with disabilities and children identified as gifted and talented

B.

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Examples include . . . .

Explicit teaching (i.e. models skills and strategies, makes relationship overt)

Visual displays around the school reflect respect, equity, and diversity

Use of the students' native language and English for instruction

Cross-culturally competent/sensitive teaching (i.e. teachers familiar with beliefs, values, cultural practices, etc. that may impact behavior and academic success)

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Examples include . . . .

Build and use of vocabulary as a curricular anchor (e.g. teach difficult vocabulary prior to and during lesson, structure opportunities to speak English, etc.),

Diverse students' home culture and language incorporated in the school and lessons (e.g. multicultural curricular and social skills materials).

Using multimodal instruction (e.g. UDL, cooperative learning groups and peer-tutoring strategies, etc.). 10

Learner supports are customized in ways to make content relevant and enable learning for language, culture, and other forms of student diversity

C.

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Examples include . . . .

Use school-wide indicators and/or other direct assessment to determine which students need OR no longer need additional instructional support for academic skills or behavior AND which research-based, ethnically valid intervention will be used

Use of the students' native language and English for supplemental instruction;

Small group explicit instruction for specific content reinforcement.

Peer tutoring (e.g., Peer Assisted Learning Strategies) and/or afterschool/volunteer tutoring program

Use of technology for English learning (e.g. computer programs, augmented communication devices)

ESL Summer school program12

Systems are in place for positive behavior support practices across tiers

D.

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Student misbehavior can be changed. Environments can be created to change behavior. Changing environments requires change in adult behavior. Adult behavior must change in a consistent and systematic manner. Systems of support are necessary for both students and adults.

GUIDING PRINCIPLES OF SWPBS

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A framework for enhancing adoption & implementation of

A continuum of evidence-based interventions to achieve

Academically & behaviorally important outcomes for

All students!

SCHOOL-WIDE PBS IS…

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CORE COMPONENTS OF TIER 1: SCHOOL-

WIDE

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1. Clear Expectations2. Comprehensive Instruction3. Consistent Systems for Encouragement of

Expectable Behavior & Correction of Behavior Errors

4. Community Connections

5. Computer Data System to Inform Decisions

6. Collaborative Leadership

CORE COMPONENTS

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3-5 overarching behavioral expectationsAgreed uponDefined for all settings/locationsClearly communicatedOvertly taught in all settingsUnderstood by allPosted and distributed widelyConsistently demonstrated and

implemented by all adults

1. CLEAR EXPECTATIONS

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NON- Example Example

1. CLEAR EXPECTATIONS

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Through Specifically Designed Lesson Plans

Instruction Provided To All StudentsKick-off – when initiating SWPBS Tier 1

Annual - initial days of school yearBooster sessions – as indicated by data

Instruction Provided in the Actual Settings

Keep School-wide Expectations Visible

2. COMPREHENSIVE INSTRUCTION

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TEACHING BEHAVIORS NON-EXAMPLE

No elbowing others

No kickingNo hittingNo pinchingNo shovingNo grabbingEtc. . .

2+2 is not 12+2 is not 22+2 is not 32+2 is not 52+2 is not 62+2 is not 7Etc. . .

Playground Behavior: Be Respectful…

Academic Skill:Addition

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Hands and feet to self

Use kind words

2+2 = 4

Playground Behavior:

Be Respectful…

Academic Skill: Addition

Teaching Behaviors Example

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NON- Example Example

2. COMPREHENSIVE INSTRUCTION

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Targeted for each and every studentAcknowledge immediately after expectable behavior occurs

Name the behavior and expectation observed

Give positive/verbal/social/token reinforcement: pair with natural/logical

Designed with input from stakeholder groups that reflect the diversity of the school community.

Ratio of positive to corrective feedback 5:1

3A. CONSISTENT ACKNOWLEDGMENT SYSTEM

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IS…the presentation of something pleasant or rewarding immediately following a behavior. It makes that behavior more likely to occur in the future, and is one of the most powerful tools for shaping or changing behavior.

IS NOT

POSITIVE REINFORCEMENT…

BRIBERYINCENTIVE

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NON- Example Example

3A. CONSISTENT ACKNOWLEDGMENT SYSTEM

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Include which problem behaviors will be class-managed and which will be office-managed

Timely corrective response to problem behavior

Link correction and re-teaching to:School-wide expectationsSystem for teaching expectationsAcknowledgment systemThe function of the misbehavior

3B. CONSISTENT CORRECTION SYSTEM

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Establishing relationships with studentsLearning about each studentSeeking input from parent/families in

determining school-wide components and in Tier 3 intervention planning

Involving student/family stakeholders on school leadership team

Routinely examining disaggregated data to ensure cultural considerations/responsiveness in collaborative action planning

4. COMMUNITY CONNECTIONS

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Critical System Components

Efficient data entry and report generation

Graphing capability:Per day per monthLocationTime of DayProblem behaviorStudentEthnicity

Essential Considerations

1. ODR Form includes: date, clock time, location & possible function

2. Coherent ODR Procedure

3. Data Entry Time Allocated

5. COMPUTER DATA SYSTEM

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School Administrator is an active collaborative participant on the school leadership team:Beyond support, cooperation and communication

Managing resources for effective, sustainable implementation

Team members share roles, responsibilities…and celebrations

6. COLLABORATIVE LEADERSHIP

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TIER 2:TARGETED PBS

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Similar components to academics:Collaborative team that meets regularly

Decision rules for entering & exitingIntervention “automatic” and components linked to school-wide system

Data for decision-making

TARGETED TIER 2 PBS COMPONENTS

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TIER 3:INTENSIVE PBS

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Team formation includes parent/caregiver and those who best know the student

Team meets to develop plan within 2 weeks of student meeting Tier 3 criteria

Decision rules for entering & exitingIntervention components:

Reflect cultural considerations Informed by functional assessment data Include elements of effective instruction Link to School-wide Tier 1 supportsExtend or expand Tier 2 supports

Data for decision-making

INTENSIVE TIER 3 PBS COMPONENTS

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QuotesfromImplementers:

WITHOUT A STRONG TIER 1, YOU’LL JUST DRIVE

YOURSELF CRAZY!

I GET IT. YOU CAN’T FIX THE FISH UNTIL YOU CLEAN

THE WATER!

WE USED TO TALK ABOUT BEHAVIOR ALL THE TIME.

NOW WE CAN TALK ABOUT SCIENCE!

INITIAL SWPBS IMPLEMENTATION STEPS

Form a representative building planning team, including an administrator, that meets regularly to determine action steps with problem definition, problem analysis and a goal statement based on data collected and reviewed.

The building planning team integrates PBS action plan steps with other building initiatives/goals.

Plan for ongoing staff development and stakeholder two-way communication.

Develop and define school-wide expectations with involvement of all stakeholders: students, families, cafeteria personnel, bus drivers…

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INITIAL STEPS…CONTINUED Determine settings and develop rules that

match expectations for each setting. Develop setting lesson plans. Develop proactive systems of

encouragement and correction and materials for implementation.

Develop procedures for office discipline referrals and forms.

Develop schedule of school-wide instruction.Develop setting specific posters of

expectations.Team regularly examines disaggregated data

to inform action planning.37

Q&ABEFOREASSESSINGTEAMIMPLEMENTATION

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HAPPY MTSS IMPLEMENTATION!

MARIE KOBAYASHI

KAREN STINE

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