school-wide positive behavior support
DESCRIPTION
25 Industrial Park Road, Middletown, CT 06457-1520 · (860) 632-1485. Connecticut State Department of Education · Division of Teaching & Learning Programs and Services. School-wide Positive Behavior Support. November 29, 2005 Manchester Public Schools. Training Dates. - PowerPoint PPT PresentationTRANSCRIPT
School-wide Positive Behavior Support
November 29, 2005 Manchester Public Schools
25 Industrial Park Road, Middletown, CT 06457-1520 · (860) 632-1485
Connecticut State Department of Education · Division of Teaching & Learning Programs and Services
11/29/05 SERC 2
Training Dates
Day 1 November 29, 2005 Day 2 December 14, 2005 Day 3 January 6, 2006 Day 4 March 24, 2006
Technical Assistance Dates
Day 1 December 5,2005 Day 2 February 16, 2006 Day 3 March 31, 2006 Day 4 May 25, 2006
Technical Assistance dates will be scheduled with SERC consultants
PBS Training Outline
Day 1: Overview Collaboration and Team Functioning Capacity Building Goals of District Basic Principles of Behavior Need Assessment
Day 2: Faculty Involvement Definitions of Behaviors Behavior Tracking Forms Coherent Behavior Response Process
Day3: Effective Consequences School-wide Expectations Rules for Unique Sittings
Day 4: A System for Teaching Appropriate
Behavior School-wide Reward System Evaluating Progress A Comprehensive PBS System
11/29/05 SERC 3
Why Am I Here Today?
Review the tasks for the team on which you serve What is the “charge” for this team?
What is your role in this initiative?
11/29/05 SERC 4
Tasks of the District Team
Review district policies and procedures and make recommendations
Coordinate district-wide PBS efforts
Provide training and technical assistance to PBS school teams in future years
Facilitate implementation efforts of school-wide PBS
Act as a coach to school teams and attend team meetings
Tasks of the School Teams
Hold regular team meetings (at least monthly)
Assess the current status of behavior and discipline practices
Examine patterns of behavior
Develop a school-wide plan
Obtain staff commitment
Obtain parental participation and input
Oversee, monitor, and evaluate all planned objectives and activities developed
11/29/05 SERC 5
Team Roles and Responsibilities
Team Leader – starts the meeting, reviews purpose of the meeting, facilitates the meeting by keeping the team focused on each step
Recorder – responsible for transcribing the team’s responses on flip chart paper, transparency, or team agenda/minutes form
Timekeeper – responsible for monitoring the amount of time available for discussion and keep the team aware of time limits by giving “warnings” (e.g., “10 minutes left”)
Data Specialist – trained in entering and accessing data from SWIS or your school’s current system
“Behavior Specialist” – competent with behavioral principles and assists in analyzing data
Our… Team Leader is
Recorder is
Time Keeper is
Who will serve the role of supplying your team with the necessary data?
Who will serve the role of supporting your team with understanding the principles of behavior and behavioral strategies?
11/29/05 SERC 6
Goal of Systemic PBS
To achieve effective school-wide behavioral support for all members of a school community
The whole school is the implementation unit All students and staff are involved across all settings of the school Requires a “Leadership Team” to consider implementation beyond
individual school
PBS Implementers’ Blueprint and Self-Assessment, OSEP Center on Positive Behavioral Interventions and Support
Training in Basic Behavioral Principles
At least 80% of faculty, staff, and administration have been trained
All can benefit whether the training is new or review for staff
Training options: Online tutorial http://serc.gws.uky.edu/pbis/Tutorial Overview at faculty meetings
Necessary Support
Funding Support Adequate and sustained (3-5 years)
Visibility School, district, community stakeholders
Political Support Board of Education Behavior is one of top 5 district goals
11/29/05 SERC 7
PBS Implementers’ Blueprint and Self-Assessment, OSEP Center on Positive Behavioral Interventions and Support
Increasing the District’s Capacity
Training Capacity Self-assess for specific programmatic and staff development needs and objectives Develop a training action plan Invest in increasing local training capacity Implement effective and efficient training activities
Coaching Capacity Organize personnel and resources for facilitating, assisting, maintaining, and adapting local school training implementation efforts Resources are committed for both initial training and on-going implementation support
Evaluation Capacity Establish measurable outcomes Methods for evaluating progress toward these measurable outcomes Modified or adapted action plans based on these evaluations
Coordination Capacity Establish an operational organization and “rhythm” that enable effective and efficient utilization of materials, time, personnel, etc. in the implementation of an action plan
11/29/05 SERC 8
What is Currently in Place?
What strategies, models, processes, activities currently exist in Manchester than can help us examine how to…
Training Coaching
Evaluating Coordinating
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Find the Key Words…
Positive Behavior Support (PBS) is a proactive and comprehensive continuum of support designed to provide opportunities to all students, including students with disabilities, for achieving social and learning success, while preventing behaviors of concern.
What Does This Mean to Me?
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Positive Behavior Support
Views the system, setting, or skill deficiency as the problem
Adjusts systems and settings and improves skills
Identifies and teaches replacement skills and builds relationships
Relies primarily on positive approaches
Has a goal of sustained results achieved over time
Is developed by a collaborative teamMichigan Department of Education, 2001
Four Defining Principles
Three-tiered approach to Prevention Primary (Universal), Secondary (Specialized Group), and Tertiary
(Individual)
Instructional Emphasis Teach social skills the same as academic skills
Functional Perspective Consider the meaning of behavior
Sustainability Priority Use of practical interventions, multiple approaches, and on-going
data collectionPBS Implementers’ Blueprint and Self-Assessment, OSEP Center on Positive
Behavioral Interventions and Support
School-wide PBS: Critical Elements
PBS District Team PBS School-Based Team Faculty Commitment Behavior Response Process (Discipline
Referral Process) Consequence Hierarchy Discipline Referral Form Data System (Entry & Analysis) Crisis Plan
Expectations & Rules Lesson Plans for Teaching
Expectations/Rules Rewards/Recognition Program Plan for Training Staff/Students &
involving Families/Communities Implementation Plan Evaluation & Monitoring
Universal
Sch
ool-
Wid
e
Ind
ivid
ual Sup
port
All Students in School
Targeted Individual or Group Interventions
Specialized Individual Interventions
(Ortiz, 1987; Horner, 1998; Sugai, 2001)
(District, School-Wide, & Classroom Systems)
Students w/out Serious Behavior Concerns (80-90%)
(At-Risk System)
Students At-Risk for Behavior Concerns (5-15%)
(Individual Student System)
Students w/ Chronic/Intense Behavior Concerns (1-7%)
Sch
ool-
Wid
e
Ind
ivid
ual Sup
port
All Students in School(Ortiz, 1987; Horner, 1998; Sugai, 2001)
Brainstorm:What Do We Currently Have in Place?
11/29/05 SERC 14
The Challenge
Some students come to school without skills to respond to instructional and behavioral expectations (Sprague, Sugai & Walker, 1998)
Students who display severe behaviors of concern are at-risk for segregated placements (Sprague, Sugai & Walker, 1998)
Exclusion and punishment are the most common responses to severe behaviors of concern in schools (Lane & Murakami, 1987; Patterson, Reid & Dishon, 1992)
Exclusion and punishment are ineffective at producing long-term reduction in behaviors of concern
(Costenbader & Markson, 1998; Walker et al., 1996)
Removal from the classroom results in… A loss of instructional time A positive reinforcement for the teacher
(Skiba, 2000)
Punishing behaviors of concern, without a proactive support system is associated with increases in:
aggression vandalism truancy dropping out
(Mayer, 1995; Mayer & Sulzar-Azaroff, 1991)
The May Institute, Inc., 2005
11/29/05 SERC 15
The Response
Need a prevention focus “Schools that are safe, effective, and controlled are not accidents”
(Sugai, Sprague, Horner & Walker, 2000)
Need to build school capacity to support all students
Need a continuum of behavior support Level and intensity of intervention matches severity of behaviors of
concern
The May Institute, Inc., 2005
11/29/05 SERC 16
Effective Behavior Support
Challengingbehavior Perception of
unmet needs
Look to understand needs anddevelop hypothesis
Design/deliverprevention/interventionstrategies based on hypothesis
Reductions in challenging behaviors by learning alternative skills
Meet needs in a moresocially acceptablemanner
Personal growth improvesself control
ImprovedQuality ofLife
(Knoster and Lapos, 1993)
How is this like or unlike what I currently see in my school/district?
11/29/05 SERC 17
Why is it Important to Understand Basic Principles of Behavior?
Understand what is happening
Understand why behaviors of concern are occurring
Develop more effective school-wide interventions
Behavior Defined
Anything we SAY or DO
It is HOW WE REACT to our environment
Behaviors are often LEARNED and continue because they serve a PURPOSE or FUNCTION
We engage in behaviors because we have learned that a DESIRED OUTCOME occurs
11/29/05 SERC 18
Children and Behavior
Children use behavior to communicate their wants and needs
Certain behaviors interfere with learning
PBS helps us understand the PURPOSE/FUNCTION of behavior and teaches children the necessary or appropriate skills to replace the behaviors of concern
Academics and Behavior
How does the context of the academic environment and setting demands relate to behavior?
What effect does instructional level have on behavior?
11/29/05 SERC 19
The ABC’s of Behavior:
A = Antecedent
B = Behavior
C = Consequence
Understanding the function of behavior is the first step in changing the behavior
Understanding comes from repeated observation of: A—(stimulus before the behavior) B—(the observable and measurable act) C—(what occurs after the behavior that serves to maintain or
increase frequency of the behavior)
Functions of Behavior
The purpose or reason the behavior occurred
Why is it important for us to know the function/purpose of the behaviors of concern?
Get Avoid
11/29/05 SERC 20
Creating Change
in order to get
or Incremental Change
to change
in order to get
or Deep Change
Bui
lds
over
tim
e
to change
What How
11/29/05 SERC 21
So Let’s Reflect on This…
What are the current beliefs about behavior within the district/school?
How do you know? (give examples)
Which beliefs would you keep?
Which beliefs you change?
11/29/05 SERC 22
So Why School-wide PBS?
Why does Manchester need School-wide PBS? District
School
What is the goal for implementing School-wide PBS in Manchester?
What student outcomes does Manchester hope to address?
11/29/05 SERC 23
PBS School-wide Needed When:
Academic and social behavior goals not being achieved
High rates of problem student behavior, resulting in loss of academic time
Lack of universal procedures in schools to address problem behaviors
Families and the community are dissatisfied with the school’s response to problem behavior
Teachers express dissatisfaction with the current school-wide discipline plan
Results of School-wide PBS
When PBS strategies are implemented school-wide, students with and without disabilities benefit by having an environment that is conducive to learning.
All individuals (students, staff, teachers, parents) learn more about their own behavior, learn to work together, and support each other as a community of learners.
Schools that have implemented school-wide PBS programs have seen: 1/3 reduction of office referrals 2/3 reduction of suspensions and expulsions An increase in attendance An increase in staff and student morale
(Washburn, Burrello, & Buckman, 2001)
11/29/05 SERC 24
How Does PBS Fit with….
Responsive Classroom
Character Counts
Second Steps
Capturing Kid’s Hearts
Social and Emotional Learning Competencies
Self-Awareness
Social Awareness
Self-Management
Relationship Skills
Responsible Decision Making Safe and Sound: An Educational Leader’s Guide to Evidence Based Social and Emotional Learning Programs, 2002
SYST
EMS Inform
ation
SupportingStaff Behavior
SupportingDecisionMaking
SupportingStudent Behavior
OUTCOMES
PRACTICES
Center for Positive Behavior Interventions and Supports
(2002)
Social Competence,Academic Achievement, and Safety
11/29/05 SERC 25
Working Smarter Activity Form
Committee/Initiative/ Work group
Purpose Target Group Membership Relation. to school imp. plan 1 = low 3 = high
Overall Priority
1 = low 3 = high
1 2 3 1 2 3
1 2 3 1 2 3
1 2 3 1 2 3
1 2 3 1 2 3
1 2 3 1 2 3
1 2 3 1 2 3
1 2 3 1 2 3
11/29/05 SERC 26
Tools for Assessing School-wide PBS
My Notes on Using the SET
My Notes of Using the PBS Benchmarks
11/29/05 SERC 27
Next Steps…….
Between now and December 14 we will…
For next time bring….
Something to Remember….