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Positive Behavior Support School-wide Implementation

Positive Behavior Support School-wide Implementation. Positive Behavior Support: School-wide Implementation Agenda. Module 1: Introduction Module 2: Moving the Team and Process Forward Module 3: Guidelines for Success Module 4: Data-driven Decision-making

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Positive Behavior Support School-wide Implementation

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  1. Positive Behavior SupportSchool-wide Implementation

  2. Positive Behavior Support:School-wide ImplementationAgenda • 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

  3. Module 1Introduction:School-wide PBS

  4. PUZZLING Evidence

  5. Duncanville/Alexander Elementary • Grand Prairie/Kennedy Middle School

  6. Remember A Teacher

  7. Connecting With Children

  8. 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

  9. 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)

  10. 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

  11. 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

  12. 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

  13. 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)

  14. 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”

  15. 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

  16. PBS is… Building Safe, Civil And Productive Schools

  17. Three-Tiered Model of Supports Targeted/ Individual Students (High-Risk Students) Individual Intervention 5-10% of Students (At-Risk Students) Classroom/Small Group Strategies 15-25% of Students Selected/Classroom Universal/School-wide (All Students) School-wide Systems of Support 75-80% of Students

  18. Behavior Support Effective Instruction The Goal: No Students Fall Through the Cracks Universal strategies at the school-wide and classroom levels designed to support ALL students Individual Support Plans • Red Flagsthat initiate systems-support for individual students • System Resources available to assist staff in designing support plans for individual students Randy Sprick, Ph.D., “Safe and Civil Schools”

  19. School Climate = School Safety • Climate is the Behavior of the Staff • Every building has it’s own Personality • Tone • Disinvitational messages can be lethal

  20. I don’t just GO here; I BELONG here.

  21. Emotional Safety: Meeting Basic Human Needs • Survival • Recognition • Acknowledgement • Attention • Belonging • Competence • Nurturing • Purpose • Stimulation/Change

  22. 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”

  23. Prevailing Myths Randy Sprick, Ph.D., “Safe and Civil Schools”

  24. 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

  25. Is based on school-based data and sound research

  26. Data Samples

  27. Your Team Will Drive an On-going Improvement Process Review Implement/ Maintain Prioritize Adopt Revise

  28. Develop and ImplementSchool-wide Expectations for your Campus • Goal • Behavior expectations • Range of possible consequences • Encouragement procedures • Supervision responsibilities • Teaching responsibilities

  29. 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

  30. 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

  31. Instruction Interacting Positively Professional Proactively Intervening Visibility Scanning Circulating The Art of Supervision

  32. 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 Module 1: Team Assignment

  33. Keys to Establishing School-wide PBS • 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

  34. 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”

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