implementing school wide positive behavior support n.
Skip this Video
Loading SlideShow in 5 Seconds..
Implementing School-wide Positive Behavior Support PowerPoint Presentation
Download Presentation
Implementing School-wide Positive Behavior Support

Implementing School-wide Positive Behavior Support

112 Vues Download Presentation
Télécharger la présentation

Implementing School-wide Positive Behavior Support

- - - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript

  1. Implementing School-wide Positive Behavior Support Rob Horner, George Sugai and Anne Todd University of Oregon Center on Positive Behavior Interventions and Supports

  2. Goals • Define steps for SWPBS implementation • Clarify major barriers • Provide planning and evaluation tools • Implementation Schedules • Team • Coaches Training

  3. Major Dangers: Things to Avoid • Begin implementation without staff commitment • Begin implementation without resources. • Implement without a coach. • Rely on coach or lead person to “do it all” • Implement insufficient elements, and obtain no effect. • E.g. Failure to teachbehavioral expectations • Implement so slowly that commitment is lost. • Implementation without on-going evaluation. • Focus first on extent to which elements are implemented • Focus second on impact on students

  4. Six Steps to Implementing School-Wide Positive Behavior Support(Use the Team Implementation Checklist) • 1. Establish Commitment • 2. Establish Team • 3. Self-Assessment • 4. Establish School-wide Discipline System • 5. Establish Information System for Decision-making • 6. Establish systems for Function-based behavior support for students with intense needs

  5. Step 1. Establish Commitment • Establish Commitment • Administrator supports PBS effort • Personal commitment (public endorsement of social culture needs) • Attend training with team • Attend team meetings at school • Commit resources for team training and student training • Behavior support is one of top 3 goals for school • 80% of faculty support effort • Commitment to at least three years of effort • Actions: • Self-assessment survey with team • Faculty presentation and vote • Written School Improvement Plan Goals

  6. Establish Commitment for Need then Action. • Focus first on student behavior. • “Are we satisfied with the behavior of students in our school?” • Summarize and share student behavior data • ODR/100 students • Focus on evidence-based practices • “Are we doing what research indicates is most helpful and effective for improving student behavior?” • Collect staff self-assessment (team checklist, EBS Survey) • Build priorities • “Is development of a positive social culture one of the top three priorities of our school?” • Do not expect student behavior to change if adult behavior does not change. • Context matters.

  7. Build commitment by emphasizing efficiency • Don’t add new initiatives without identifying what you will stop doing. • Use faculty time strategically • Focus the energy of your faculty • No more than three major goals • Do the job well • Two mantras • Never stop doing things that work • Always look for the smallest change that will have the largest impact. • Don’t do everything you can think of

  8. Action Time: 10 MinutesBuilding Commitment • Review the ODR data patterns. Do the data indicate (a) intervention is needed? (b) celebration is in order? • Review the EBS Survey results from different schools. Identify how faculty feedback can be used to guide development of “commitment.” How would your faculty score the EBS Survey? Also at 3-B Data 3-A Data 3-C EBS Survey 3-D EBS Survey data

  9. Step 2: Establish and Maintain Team • A team has a mission to improve behavior support systems.(common vision, language, experience) • The team is representative and includes an administrator • The team has access to a district/or local coach • The team has a scheduled meeting time • Every week, every other week? • The team has efficient internal processes • Team has culture of care • Action: • Audit of committees/initiatives… Access to coach

  10. Working Smarter • Eliminate all initiatives that do NOT have a defined purpose and outcome measure. • 2. Combine initiatives that have the same outcome measure and same target group • 3. Combine initiatives that have 75% of the same staff • 4. Eliminate initiatives that are not tied to School Improvement Goals.

  11. Action Time: 7 Minutes • Review the Sample Team Matrix. Identify at least two recommendations you would have for improving the efficiency of staff time in this school. • Given the guidelines for team organization identify (a) the teams in your school, and (b) the extent to which you believe your school uses faculty/staff time efficiently.

  12. Sample Team Matrix

  13. Step 3. Self-Assessment of Behavior Support Needs • Focus behavior support efforts • Retain strategies that are working • Only adopt procedures that address needed outcomes • Work on achievable goals (one system at a time) • Work from an action plan with clear outcomes. • Actions: • EBS Self-assessment (with team, with faculty) • Build Action Plan using Team Checklist/EBS Survey

  14. 4. Establish School-wide Discipline System • Define School-wide Behavioral Expectations • Teach School-wide Behavioral Expectation • Monitor and Acknowledge Appropriate Behavior • Use a Continuum of Consequences for Inappropriate Behavior • Actions: • Develop Teaching Matrix with faculty • Build Teaching Plans for school-wide expectations • Clarify responses to problem behavior

  15. 4a. Defining and Teaching School-wide Behavioral Expectations • Define 3-5, positively stated, memorable expectations. • Build Curriculum Matrix (Expectations X Locations) • Build Teaching Plans • Teaching individual Expectations across locations • Teaching all Expectations within a location

  16. 4b. Build Reward Systems • Systems for Acknowledging Appropriate Behavior. • Students should be acknowledged regularly (at least every 2 weeks) • 5 to 1 ratio of positive to negative • Always build toward independence • move from “other” delivered to self-delivered • move from frequent reward to infrequent • move from concrete to natural • Build on person-to-person relationships

  17. Action Time: 5 MinutesDefine a desired behavior and current consequences in your school.

  18. 4c. Building Consequence Systems • Systems for monitoring, interrupting and discouraging inappropriate behavior. • Consistency across staff and administration • Predictability but not rigidity • Clarity about what is handled in class vs office • Establish efficient record keeping system to allow rapid response to behavioral error patterns. (office referral form… clearly defined problem behavior categories)

  19. 4d. Institutional Memory • Handbook of teaching plans • Agenda for children • Minutes from team meetings • Action: • Develop and maintain school-wide handbook

  20. 5. Establish Efficient and Valid Information System • Use Information for Problem Solving • Gather information • Summarize information • Report information to the right people at the right times • Use the information to make decisions • Report to faculty, board, community •

  21. Data need not be a four-letter word • Using data for decision-making versus evaluation • Decision-cycles • Weekly • Monthly • Annual Plan Compare Perform Measure

  22. Action Time: 5 MinutesWhat data sources do you and your team use for regular decision making?

  23. 6. Build capacity for Function-based Behavior Support • Build capacity for function-based behavior support • Personnel with knowledge of behavioral theory • Systems of assessment, plan development, intervention • Coordination of intervention time and procedures.

  24. Team Action Planning • Review the Team Checklist responses. • Come up with a single set of responses for the whole team • Identify an action step for each item scored as “partial” or “not started”

  25. Activity: 35 minEBS Survey • Turn to EBS Survey • Complete School-wide • Identify process you would use to (a) introduce material to faculty, and (b) review system • EBS Survey online:

  26. Outcomes Needed to Implement SW-PBS • Administrator endorses PBS effort • Coach identified and supported by state team • School team established, operating • Commitment from staff (80%) • Behavior Support one of top three goals • Self-Assessment Completed • By Team • By All Staff • Action Plan Developed