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Webinar Behavior Supports-You Can Make a Difference!

Webinar Behavior Supports-You Can Make a Difference!. Region 6 Regional Host Institute San Joaquin County Of Education January 14 and 21, 2011 April 12 Webinar 3:30-4:30. We worked with our 5 county region to develop teams. We include rural, urban and suburban areas

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Webinar Behavior Supports-You Can Make a Difference!

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  1. WebinarBehavior Supports-You Can Make a Difference! Region 6 Regional Host Institute San Joaquin County Of Education January 14 and 21, 2011 April 12 Webinar 3:30-4:30

  2. We worked with our 5 county region to develop teams • We include rural, urban and suburban areas • We met with county office administrators, SELPA administrators, principals and individual sites to encourage team development • Each team was composed of -principal, general education teacher, special education teacher, parent at a minimum

  3. What is School Wide Positive Behavior Support? • These terms mean different things to different people……. • What do they mean to you?

  4. School Wide Positive Behavior Support is…. School Wide systems of support that include proactive strategies for defining, teaching and supporting appropriate student behaviors

  5. What data did the teams already collect? • Academic performance • Office referrals • Average daily attendance/absence rate • Tardiness • Suspension/Expulsion • Referrals to Special Education • Referrals to Alternative Education • Vandalism/graffiti/illegal activities

  6. We had the teams determine from their data… • What Behaviors, at their Campuses, Concerned them Most

  7. The challenge – Why do this? • Surgeon General’s Report • Antisocial Behavior is Increasing • 12 – 22% of Youth Under 18 Need Mental Health Services • Risk Factors • Antisocial peer networks • Reinforced deviancy

  8. We discussed what the long term outcomes are if intervention is not provided • High School Dropout • Delinquency • Substance Abuse • Mental Health Problems • Family Violence • Employment Problems • Relationship Problems • Early Death

  9. Exist in every school Vary in intensity Are associated w/ variety of contributing variables Are a concern in every community Insubordination, noncompliance, defiance, late to class, nonattendance, truancy, fighting, aggression, inappropriate language, social withdrawal, excessive crying, stealing, vandalism, property destruction, tobacco, drugs, alcohol, unresponsive, not following directions, inappropriate use of school materials, weapons, harassment 1, harassment 2, harassment 3, unprepared to learn, not following directions, parking lot violation, irresponsible, trespassing, disrespectful, banned items, failure to complete homework, disrupting teaching, uncooperative, violent behavior, disruptive, verbal abuse, physical abuse, dress code, other, etc., etc., etc….. Examining problem behaviorsInsubordination, noncompliance,

  10. What can happen in schools • High Rates of Reactive Management • Suspensions, expulsions, detentions, etc. • Disproportionality • Race, Special education, Gender • Low Academic Achievement • Lack of Behavioral Capacity • Negative School Climate

  11. When behavior doesn’t improve,we “Get Tougher!” • Zero Tolerance Policies • Increased Surveillance • Increased Suspension & Expulsion • In-service Training by Expert • Alternative Programming …..Predictable Systems Response!

  12. But….falsesense of safety/security! • Fosters Environments of Control • Triggers & Reinforces Antisocial Behavior • Shifts accountability away from school • Devalues child-adult relationship

  13. Science of behavior has taught us that students…. • Are NOT born with “bad behaviors” • Do NOT learn when presented contingent aversive consequences ……..Do learn better ways of behaving by being taught directly & receiving positive feedback….

  14. Enhanced PBS Implementation Logic

  15. Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT ~5% ~15% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ٭ ~80% of Students

  16. Major components 1. Identify a Number of Clearly Defined Behavioral Expectations for the Campus 2. Treat Behavior like Academic Skills – Directly Teach Students How you Expect Them to Behave 3. Develop Lesson Plans for Teaching Behavioral Expectations 4. Formulate a School Wide Reward & Acknowledgment System 5. Develop an Action Plan for Approaching Discipline & Behavior for the Year 6. How? A Team Guides the Process – That’s You!

  17. Your tasks for the next two days • Complete a Self Assessment & Set Priority Goals • Identify a Number of Clearly Defined Behavioral Expectations for the Campus • Develop Lesson Plans for Teaching Those Expectations • Schedule Times for Teachers to Teach Them

  18. Team tasks continued … • Formulate the Foundation of a School Wide Reward & Acknowledgment System • Develop an Action Plan for Approaching Discipline & Behavior for the Year • Agree on a Schedule for Your Team to Meet Regularly • Develop a Plan for Assessing the Entire Faculty and Getting them On Board

  19. Critical factors for success • Committed Champions • Ownership by Multiple Parties • Management Support • On-going Technical Assistance & Support • Infrastructure Development • Build for Sustainability

  20. What do we know about effective behavioral expectations? • They create a culture of consistency. • They include all students for teaching. • They use positively stated expectations. • They target all forms of behavior (safe, respectful, responsible) • They are known by all students and adults (ask them).

  21. Positive school behavioral expectations • Expectations are positively stated. • Expectations are posted: in hallways, classrooms, in the school handbook, on agenda planners, etc. • Expectations are taught directly to students with formal lessons.

  22. Positive school behavioral expectations • Expectations are taught and reviewed at least 10-20 times per year. • To maximize effectiveness, a system of positive reinforcement and recognition—at all times, by all adults—for following the expectations is in place throughout the building.

  23. Teach school-wide expectations • Develop a Lesson plan for one Common Area including: • demonstration & modeling, • rehearsal and guided practice, • corrective feedback • regular reviews • Target specific times to teach the expectations. (How will all students get through the lesson?) • Develop a recognition and reward system.

  24. Teach expected behaviors just like other subjects • Target specific times to teach the expectations • first few days of school, • throughout the first couple of weeks of school • In Home room • Create video • Teach where problems are occurring • Rotate students through “teaching stations” (cafeteria, playground, hallway, bathrooms) • Teach lesson in the common areas

  25. School wide behavior supports • If a behavior is important enough to require a rule/expectation, and correction in cases of error, then it is important enough to specifically acknowledge the positive expression of the behavior

  26. Thank you for attending this webinar Appendix • Building Effective Schools Together (BEST) darkwing.uoregon.edu/~ivdb/doc/programs links/best.htm • Cook,C & Browning-Wright,D (2009). RTI in Restrictive Settings: The Tiers Model for Students with Emotional/Behavioral Disorders. LRP Publications, Horsham, Pennsylvania. • Institute on Violence and Destructive Behavior www.uoregon.edu/~ivdb/ • Mehas,K., Boling,K., Sobieniak,S., Sprague,J., Burke,M.D., & Hagan,S. (1968). Finding a safe haven in middle school: Discipline behavior intervention. The Council for Exceptional Children, 30(4), 20-23.

  27. Appendix (continued) • National Technical Assistance Center on Positive Behavioral Interventions and Supports. U.S. Department of Education, Office of Special Education Programs http://www.pbis.org/ • Positive Environments, Network of Trainers (PENT) www.pent.ca.gov • Positive School Climate and PBIS http://www.squidoo.com/PBIS • Sprague,J., Golly,A., Bernstein,L., Munrkes,A.M., & March,R.M.(1999). Effective school and classroom discipline: A training manual. Eugene, OR:University of Oregon, Institute on Violence and Destructive Behavior.

  28. Appendix (continued) • Sprick, R.S., Sparick,M.S., & Garrison, M. (1993). Foundations: Establishingpositive discipline policies, Vol. I: The process, Vol. II: Sample policies, and Vol. III: The workbook [Video]. (Available from Teaching Strategies, 1991 Garden Avenue, Eugene, OR 97403) • Taylor-Greene,S., Brown,D., Nelson,L., Longton,J., Gassman,T., Cohen,J., Swartz,J., Horner,R.H., Sugai,G., & Hall,S.(1997). School-wide behavioral support: Starting the year off right. Journal of Behavioral Education 7(1): 99-112.

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