Title: SchoolWide Positive Behavior Support SWPBS:
1
School-WidePositive Behavior Support (SWPBS)
Addressing the Behavior of All Students
Louisiana Positive Behavior Support Initiative
Louisiana Department of Education
2 Objectives
Understand how SWPBS differs from traditional approaches to problem behavior
Become familiar with the elements of SWPBS
Become familiar with the results of SWPBS in Louisiana schools
3 Louisiana PBS Initiative
Provides training and technical assistance to school districts in the development and implementation of positive behavior supports at the school-wide classroom targeted group and individual student levels
4 What does SWPBS look like
1) State behavioral expectations
2) Specify student behaviors (rules)
3) Model/teach appropriate student behaviors
4) Students practice appropriate behaviors
5) Reinforce appropriate behaviors
6) Offer an array of interventions for problem behaviors
5 How long has PBS been used
Began in special education settings over 20 years ago
It worked well in that setting but when those students went to areas of school that did not utilize PBS strategies the students were not successful.
The idea of school-wide PBS was implemented and has worked well.
6 Positive Behavior Support
Is a collaborative assessment-based approach to developing effective interventions for problem behavior
Emphasizes the use of proactive educative and reinforcement-based strategies to achieve meaningful and durable behavior and lifestyle outcomes
Aims to build effective environments in which positive behavior is more effective than problem behavior
7 Social Competence Academic Achievement PBS OUTCOMES Systems Information Supporting Staff Behavior Supporting Decision Making Practices Supporting Student Behavior Center for Positive Behavior Interventions and Supports (2002) 8 Levels of PBSAdapted from Levels and Descriptions of Behavior Support(George Harrower Knoster 2003)
School-Wide Procedures and processes intended for all students staff in specific settings and across campus
Classroom Processes and procedures that reflect school-wide expectations for student behavior coupled with pre-planned strategies applied within classrooms
Target Group Processes and procedures designed to address behavioral issues of groups of students with similar behavior problems or behaviors that seem to occur for the same reasons (i.e. attention seeking escape)
Individual Student Processes and procedures reflect school-wide expectations for student behavior coupled with team-based strategies to address problematic behaviors of individual students
9 Floridas SWPBS Project 10 Designing Comprehensive Systems CONTINUUM OF POSITIVE BEHAVIOR SUPPORT (PBS) Adapted from the Center for Positive Behavior Interventions and Supports (2002) 11 (No Transcript) 12 (No Transcript) 13 (No Transcript) 14 Does theTraditional Approach Work
In one school year 13-year-old Jason received 29 referrals.
A high school with 880 students reported over 5100 office discipline referrals in one academic year.
A middle school principal must teach classes when teachers are absent because substitute teachers refuse to work in the school.
A middle school counselor spends nearly 15 of his day counseling staff members who feel helpless and defenseless in their classrooms because of a lack of discipline and support.
15 Traditional Discipline versus PBS
Traditional Discipline
- Focus Students problem behavior
- Goal Stop undesirable behavior
- Method Primarily uses punishment (reactive)
Positive Behavior Support
Focus Systems perspective to address identified needs
Goal Academic and social success (replacement skills)
- Method Alters environments utilizes teaching and instruction employs reinforcement procedures (proactive) data management tracking system
16 What About Your Experience
Is student behavior improving at your school
If so why
If not why not
17 Number of Suspensions in Louisiana In-school (ISS) Out-of school (OSS) Data cited from Louisiana State Education Progress Report 2005-2006 ISS Student is temporarily removed from his/her usual classroom and moved to an alternative setting for a minimum of one complete school day and no interruption of instructional services occurs OSS Student is temporarily prohibited from participating in school and no provision is made for instructional services during this period 18 Number of Expulsions in Louisiana In-school (ISE) Out-of school (OSE) Data cited from Louisiana State Education Progress Report 2005-2006 ISE Student is removed from his/her usual classroom and moved to an alternative setting for a period of time specified by the LEA and no interruption of instructional services occurs OSE Student is removed from school for at least the remainder of the school semester with no provision made for instructional services 19 Juvenile Justice Reform Act (1225)
Passed in 2003
Subpart C-1 The Education/Juvenile Justice Partnership Act legislated that
BESE would formulate develop and recommend a Model Master Plan for improving behavior and discipline within schools that includes the utilization of positive behavioral supports and other effective disciplinary tools
Each city parish and other local public school board should be responsible for the develop of school master plans for supporting student behavior and discipline based upon the model master plan developed and approved by BESE
20 Elements of School-Wide PBS
Establish a team/faculty buy-in
Establish a data-based decision-making system
Modify discipline referral process/forms
Establish expectations rules
Develop lesson plans teach
Create a reinforcement/incentives program
Effective interventions for rule violations
Monitor evaluate and modify
21 Comparison of SWPBS over the years Horseshoe Drive Elementary Rapides 22 Pre-Post SWPBS in one year Implementation in January 23 Comparing Year 1 to Year 2 24 A High School Suspension Rate 25 Student Wasted (i.e. non-instructional) Days Began implementing PBS 60 reduction! 26 Average School Performance Score Growth of SWPBS Demonstration Sites and Their Respective Districts 27 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
28 In SummaryThe Process for School-Wide PBS Includes
A committed team leading all PBS efforts
Positively stated behavior expectations/rules
A method for identifying current problems (data)
Lesson plans to teach expectations/rules
Procedures for encouraging expected behaviors
Procedures for discouraging violations of school-wide expectations/rules
A plan for monitoring implementation and effectiveness
29
Establishing a Foundation for Collaboration and Operation
30 Objectives
Understand the importance of collaborative teaming
Understand the characteristics of effective team collaboration
Identify critical team roles and responsibilities
Identify how to support team members to participate on the school-wide PBS team
Understand how to align PBS and schools mission and improvement plan
Identify how to work smarter not harder
31 Activity 1 Working Together (5 minutes) TM p. 12 RM p. 5
Take 2 minutes by yourself and count all the squares that you see above
As a team reach a consensus as to how many squares there are
32 Whats the point of the activity
By yourself you established a certain of squares.
While working collaboratively others in your team showed you new squares that you never saw.
By working with others during this PBS process it will allow your team to see various points of view that you may not otherwise examine on your own.
33 Have you ever been part of this team
No agenda is prepared
Meeting starts late
No time schedule has been set for the meeting
No one is prepared
No facilitator is identified
No one agrees on anything
No action plan is developed
Everyone is off task
Negative tone throughout the meeting
34 A School-based PBS Team
School Improvement Team must be committed to SWPBS and actively support the process
SWPBS core team (3-7 participants)
Must have an administrator special education representative general education representative counselor/behavior specialist etc.
A peripheral team may be established as needed to increase input
Support staff (bus drivers secretaries etc.)
Support stakeholders (parents students community)
35 Responsibilities of the SWPBS Team
Assess and monitor behavior management practices and patterns of behavior
Obtain staff commitment
Develop a school-wide plan
Obtain parental participation and input
Hold regular team meetings (at least monthly)
Maintain communication with staff and facilitator
Oversee monitor and evaluate all planned objectives and activities
Report outcomes to facilitator district contact
36 Team Roles and Responsibilities
Team leader - facilitates meeting by reviewing purpose keeping the team focused on the task
Recorder - transcribes the teams responses on flip chart paper transparency or team agenda/minutes form
Timekeeper- monitors the amount of time available and keeps the team aware of time limits by prompting (i.e. 10 minutes left)
Data Specialist- trained in entering and accessing data from the discipline data management system
Behavior Specialist- competent with behavioral principles and assists in analyzing data
Snack Master coordinates refreshments
Facilitator- district-level (external) or school-based (internal) individual that facilitates the team through the process becomes the schools main contact
District Contact- district-level individual that coordinates trainings and serves as the liaison between LA SWPBS Project SDFSC related projects and facilitators
37 Resources for PBS Teams
Sample meeting agendas (p. 14-16)
Helpful Hints (p. 17)
38 District Contacts Roles Responsibilities
Liaison between SWPBS Project Safe and Drug Free Schools related projects and facilitators
Manage district budgets and secure additional funding that support school-wide initiatives
Schedule trainings and district level meetings
Oversee the evaluation activities/system
Attend initial school-wide trainings for new teams
Attend and possibly co-train with the SWPBS project for on-going teams
39 Facilitator/Coach Roles Responsibilities
Support teams throughout the process (i.e. ensure critical elements are in place)
Attend trainings/meetings with their respective school-based teams
Are active and involved team members
Report to the district contact
Are the main contact person for the
school-based team
40 Team Leader Role Responsibilities
Establishes meeting times that are conducive to the schedules of all team members
Sets the agenda conducts the meeting maintains focus
Delegates responsibilities as needed
Serves as liaison between school-based and district level administration
41 Facilitating vs. Leading 42 Administrations Roles Responsibilities
ALL administrators are encouraged to participate in the process
Plays an active role in the SWPBS change process and communicates this commitment
Familiar with schools current data and reporting system
Identifies how to free staff for participation on the SWPBS team
43 Team Member With Behavioral Expertise
Important to involve one individual from the school or district office with training or experience in behavior support
This may include a school psychologist behavior intervention specialist counselor or a teacher with expertise
44 SWPBS Action Planning Guide
Complete your action planning guide (TM p. 20-21 RM p. 1-2)
This is a tentative plan that may need to be amended after training
45 Getting Started on SWPBS
Investigate current programs in place
Identify current procedures and policies in place
Realign committees to more effectively address behavioral concerns
46 School Improvement Plan (SIP)
Committed to improving behavior as a way to improve student performance
You can access SIP if behavior is embedded in SIP
SIP needs to be aligned with the schools mission statement
Review SWPBS component of SIP with all faculty and staff frequently
47 Activity 2 (TM p. 23 RM p. 6) Working Smarter 10 Minutes
PART 1
List all the committees and initiatives that are currently on your campus and complete the requested information in the columns
PART 2
Based on your results what committees can you (a) eliminate (b) combine (c) provide more support(d) infuse PBS into
(e) distribute membership responsibility
48
School-Wide PBS Specific Action Plan (TM p. 25 RM p. 3) Critical Elements
8. Existing discipline data system is meaningful data entered weekly and analysis plan established
9. Discipline Referral Process
Define categorize minor/major behaviors
Develop minor infraction form
Discipline referral form compatible with LDE
Discipline referral process established and flow chart developed
10. Effective Interventions for Rule Violations
Intervention hierarchy developed (classroom office)
Protocol for handling rule violations established
11. Implementation plan established
12. Evaluation of PBS activities
Implementation Assessment
Verification of self-report
1. PBS Team established
Membership meeting times leader roles etc.
Integrate any existing committees on behavior into one.
2. Basic behavioral principles taught/reviewed with staff
3.Expectations developed (3-5 positively stated)
4. Rules developed for specific settings
5. Lesson plans developed for teaching expectations/rules
6. Reinforcement System is established (what when how)
For students
7. Faculty Involvement
Strategies for sharing data
Procedures to get staff input and feedback on plans
Staff Reinforcements
49 Action Plan! PBS Critical Element Item 1 (TM p. 25 RM p. 3) 1. PBS Team established Membership meeting times leader roles etc. Integrate any existing committees on behavior into one 50 Basic Principlesof Behavior 51 Objectives
Identify basic principles of behavior
Understand the ABCs of behavior
Understand the functions of behavior
52 Important to Understand Some Basic Behavior Principles
Must know why behavior is occurring to develop an effective intervention plan
When you understand what is happening at your school and why it is happening your team will be able to change how things work (the system) to increase appropriate behavior and decrease inappropriate behavior.
53 Behavior is
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
54 Examples of Behavior
School-Wide
After lunch time many students get Office Discipline Referrals (ODRs) for being tardy to class (i.e. crossing the door of the classroom after the teacher has begun the lesson).
Individual student
Sam is verbally abusive (i.e. swearing yelling threatening) to the teachers and students.
55 Information for Examples of Behavior
School-Wide
Middle school (6-8) with 1100 students 3 administrators and 40 staff. Teachers are inconsistent in writing ODRs. Administration gives everyone In School Suspension (ISS) which is backlogged. When students go to ISS they are not made to do anything instead they sit and talk to their friends.
Individual student
Sam is a 6th grade student performing at a 5th grade reading level. He hangs with the wrong crowd and is often out late at night. Sam hates school thinks it is hard and sees no point in going.
56 Top Behavior Principles
Understand the function (WHY) of behavior
Understanding comes from observation of ABCs
Antecedents precede and increase the likelihood of behavior
Behavior tends to be repeated or discontinued because of the consequences/outcomes
Behavior is strengthened by reinforcement
Behavior may be weakened by withholding reinforcement
Modeling can strengthen or weaken behavior
57 Behavior Principle 1
Understanding the function (WHY) of behavior is the first step in changing behavior
Understanding allows us to
Identify appropriate systems level changes
Target needed appropriate skills
Focus the reward system on the appropriate skills
Change consequences to match why the behavior is occurring
58 Functions of Behavior
Behavior has two major functions
To get something
To get a preferred task or activity
To get the attention of an adult or peer
To get a specific item or object
To get away from something (avoid)
To get away from a specific task or activity
To get away from an adult or child
To get away from a specific item or object
59 Behavior Principle 1 Example
School-Wide 50 of ODRs occur at lunch time. WHY
Is there enough supervision
Are those supervising doing their job
Are there too many students
Are the procedures in the cafeteria clear
Individual student Sam gets 2 ODRs a week in Math but never gets one in Spanish. WHY
What questions need to be asked
60 Behavior Principle 2
Understanding why the behavior occurs comes from repeated observations of
Antecedents (event/stimulus before the behavior)
Behavior (the observable and measurable act)
Consequences (what occurs after the behavior that serves to maintain increase or decrease the frequency of behavior)
61 Behavior Principle 2 Example 62 Behavior Principle 3
Antecedents are events that happen before the behavior and may increase the likelihood that the behavior will occur.
Identifying antecedents allow us to develop prevention strategies that make behavior unnecessary.
63 Behavior Principle 3 Example 64 Behavior Principle 4
Behavior tends to be repeated because of the consequence/outcome
Remember that the behavior is learned. We do things again if the past has taught us that we might get the same result.
Ask yourself--what is the purpose of or pay off for the behavior
To get attention to get an activity or object.
To get away from attention to get out of or delay a task or activity to get away from an activity.
Consequences help us to identify the appropriate behavior we need to teach and reinforce as well as a more appropriate consequence for the inappropriate behavior that does not result in a desired outcome.
65 Behavior Principle 4a 4b
Behavior is likely to occur again when it is reinforced
When a student gets something desirable following an inappropriate behavior that behavior is strengthened and likely to occur again (getting out of math by acting inappropriately and going to the office).
When a student gets something desirable following an appropriate behavior that behavior is likely to occur again.
Behavior is weakened by withholding consequences (usually social) that have maintained it
When a student does not get something desirable following an inappropriate behavior the behavior is weakened and is less likely to occur again (if a student wants attention this is why it is important NOT to address problem behavior in front of other peers).
When a student does not get something desirable following an appropriate behavior that behavior is less likely to occur again.
66 Behavior Principle 4 Example 67 Behavior Principle 5
Behavior can be strengthened weakened and maintained by modeling
Adults have to model appropriate behavior (speech dress preparedness respectfulness).
We cant expect students to choose appropriate behavior if we as adults do not choose those behaviors.
68 Recommendations for Training
At least 80 of school faculty staff and administration should have some training in the basic behavior principles.
All can benefit whether the training is new or a review.
69 Activity 3 (TM p. 33 RM p. 7) Principles of Behavior10 Minutes
With your team identify the top 2 staff behaviors that need to be addressed. Discuss how these behaviors can be addressed adequately and creatively.
Repeat discussion for top 2 student behaviors
70 Action Plan!PBS Critical Element Item 2 (TM p. 25 RM p. 3)
2. Basic behavioral principles taught/reviewed with staff
Determine if you need to add a member to your team with behavioral expertise.
Establish action steps to provide training on behavioral principles to your faculty and staff.
Understand guidelines for developing school-wide expectations
Understand the differences between expectations and rules
Identify strategies to determine your school-wide expectations
Develop 3-5 expectations for your school
73 What are Expectations
Expected of all students and staff in all settings
Limit to 3-5 and state in positive terms
These expectations should be in line with the School Improvement Plan and should be taught to all faculty staff students and families
74 How do you define an expectation
Look at a problem behavior that is occurring and make it positive
EX Instead of No Fighting use Be Safe
75 What is a rule
Rules are specific to a setting and are generally longer
Each of your problem areas on campus should have positively stated rules for that area that are posted!
76 Which Ones Are ExpectationsWhich Ones Are Rules
Be considerate
Be punctual
Place food items in their proper containers
Remain seated during instruction
Use an inside voice
Keep all four legs of your chair on the floor
77 Denham Springs Freshman High Livingston Parish 78 Block High School Catahoula Parish 79 Jonesville Elementary Catahoula Parish 80 Jonesville Junior High Catahoula Parish 81 LEE JR. HIGH EAGLES SOAR Strive for Excellence Obey Rules Act Responsibly Respect Others Lee Jr. High Catahoula Parish 82 Ville Platte High Evangeline Parish 83 Ville Platte Elementary Evangeline Parish 84 Mustangs Must Be
Respectful
Responsible
Safe
Problem Solvers
Able To Follow Directions
85 Activity 4 (TM p. 40 RM p. 8)Student Expectations10 minutes
Identify your top 3 expectations
Define your expectations in terms your students will understand
Complete the Expectations Self-Check
86 Action Plan!PBS Critical Element Item 3 (TM 25 p. RM p. 3) 3. Expectations developed (3-5 positively stated) Staff input on expectations 87 Identifying Rules for Specific Settings U E R L S 88 Objectives
Understand why rules are important
Define and develop rules for specific settings in your school
89 Rules for Specific Settings
Definition
Specific skills you want students to exhibit and the procedures you want students to follow in each settings
Rules must align with the expectations
90 Benefits of Identifying Rules
Uniform instruction across multiple programs and settings within the school
Communication among staff members
Communication with parents
Curriculum design
Legal ethical and professional accountability
Proactive measure to enhance student compliance
91 Identifying Rules
Identify those settings of the school where problem behaviors occur (Review School Improvement Plan and school data)
For each setting and school-wide expectation select no more than 5 rules
Avoid an excessive number of rules in a setting
How many can you manage successfully
92 Examples of Expectations and Rules by Setting Matrix Reviews of Expectations and Rules by Setting Matrix 93 Rules by Setting Matrix LMS TM p. 46 Linwood Middle School Caddo Parish 94 TM p. 47 Luling Elementary St. Charles Parish 95 Horseshoe Drive Elementary Rapides Parish 96 Activity 5 (TM p. 49 RM p. 9) Rules by Setting10 minutes
Select two settings (e.g. hallway commons area restroom cafeteria etc)
Using your school wide expectations identify all student behaviors expected within each setting
Select 2 or 3 priority behaviors for each setting
Complete the School wide Matrix
97 First Point to Consider Who participates in the establishment of the rules
the faculty
the students
the SWPBS core team or
a combination of the above.
98 Second Point to Consider Should the rules be the same in every classroom
Not Necessarily - SWPBS allows for individual school choice
Consider faculty opinion culture student mobility etc when establishing rules
Each teacher develops their own classroom rules based on school expectations
Agreed upon classroom rules school-wide
A subset of classroom rules with teacher discretion to add
Keep in mind that if all teachers were asked to show their classroom rules almost all of the rules would look the same because generally we all want the same thing from students!
99 Third Point to Consider How many rules should be listed for each expectation in each setting
No more than five
Remember to post the rules in all settings
Some schools are also creating adult rules for each setting and posting them as well underneath the student rules. This teaches students that adults have rules too and it allows the adult to know what is expected of them in that area of school
100 Last Point to Consider
Refinements to the rules will occur!
Remember SWPBS is not a program. It is an ongoing ever-changing process.
101 Action Plan! PBS Critical Element Item 4 (TM p. 25 RM p. 3) 4. Rules developed for specific settings 102
Developing a System for Teaching Appropriate Behavior
103 Objectives
Understand why and how to teach appropriate behavior
Identify how to develop lesson plans for teaching school-wide expectations and rules
Identify how to embed expectations in the curriculum
Explore creative ways to teach behavior
Incorporate existing programs with SWPBS
104 Once you have developed classroom expectations it is not enough to just post the words on the walls of the classroom YOU MUST TEACH THEM! 105 Behavioral Errors
More often occur because
Students do not have appropriate skills- Skill Deficits
Students do not know when to use skills
Students have not been taught specific
classroom procedures and routines
Skills are not taught in context
106 If a child doesnt know how to read we teach. we teach. If a child doesnt know how to swim we teach. If a child doesnt know how to multiply we teach. If a child doesnt know how to drive If a child doesnt know how to behave weteach! wepunish Why cant we finish the last sentence as automatically as we do the others John Herner (NASDE President) Counterpoint 1998 p.2 107 Why Develop a System for Teaching Behavior
We can no longer assume that students know the rules/expectations and appropriate ways to behave
We can no longer assume that all students will learn appropriate behaviors quickly and effectively without consistent modeling/practice
We MUST assume that students will require different curricula instructional modalities etc. to learn appropriate behavior
We MUST assume that we need to teach appropriate behaviors/expectations and rules as effectively as we teach academic skills
108 Why Develop a System for Teaching Behavior
Behaviors are prerequisites for academics
Procedures and routines create structure
Repetition and rehearsal are the keys to learning new skills
For a child to learn something new it needs to be repeated an average of 8 times
For a child to unlearn an old behavior and replace with a new behavior the new behavior must be repeated an average 28 times (Harry Wong)
109 How Do We Teach Behavior
An event introducing entire school to expectations and rules
Teach specially designed lessons
Embed behavior concepts into GLEs
Use booster trainings and practice activities (e.g. examples non-examples role plays competitions etc.)
Display posters/visual reminders
Use existing programs (e.g. Character Counts Skill Streaming Behavior Leadership Learning for Life Parent Compact FISH! etc.)
110 Introducing School-Wide Expectations Rules
All staff (teachers paraprofessionals secretaries custodians cafeteria workers bus drivers etc) parents and students participate
Decide on method that will be most effective for your school
Consider Importance/Impact - Activity/Event should be a high priority not given a few minutes in some other activity
111 What Other Schools Have Found to be Effective
Rotate classes through stations across campus to learn about rules for that particular setting (teach in context)
Principal and teachers put program together to creatively introduce to students in an assembly format (e.g. teacher role play examples non-examples ask for volunteers open house etc)
Students perform skits on the morning news to be broadcasted daily
Video for parents and their child to view during a parent conference
112 (No Transcript) 113 (No Transcript) 114 (No Transcript) 115 Lesson Plans
The SWPBS team provides the initial lesson plans and/or lesson plan format for teachers to begin teaching behavior (script for consistency)
Develop a system for expanding behavior lesson plan ideas throughout the year
Determine the requirements and frequency for teaching behavior
It may be helpful to set a schedule for when the lesson should be delivered
118 The Key Elements for Developing the SWPBS Lesson Plan
Determine the instructional model mode of delivery (e.g. rotation station video classroom instruction assembly etc)
Establish the setting
Define the expectations (What does it look like)
List positively stated rules (no more than 5)
119 The Key Elements for Developing the SWPBS Lesson Plan
List examples and non-examples. Examples and non-examples can be presented in pictures or in writing
Activities to allow students to practice desired behaviors
Plan for rewarding appropriate behavior
Refer to expectations/rules that are posted
120 Activity 6(TM p. 57-58 RM p. 10-11) SWPBS Lesson Plan Development10 minutes
Review the SWPBS Lesson Plan Examples
Horseshoe Drive Elementary School (By expectation pgs. 59-60)
Linwood Middle School (By setting pgs. 61-62)
Develop a lesson plan based on an expectation or setting
Who will be responsible for writing plans
Who will be responsible for teaching lessons
Where will the lessons be taught
When and how often will the lessons be taught
121 Embedding Expectations into Current Daily Curriculum
Behavior curriculum does not have to be separate
Helps to eliminate time crunches
Provides a rationale for student- helps students to see
how the expectations fit into everyday life
Meets best practices approach
Hands on activities
Meets all learning styles (oral visual kinesthetic)
Higher order learning activates (synthesize analyze etc.)
122 Embedding Expectations into Current Daily Curriculum
Language Arts and Reading
Use a novel that has an expectation as a theme
Discuss characters in a novel and how they did not show respect then have the students write the story with the character showing respect
Have the students develop their own expectations and/or rules and then have them write a persuasive essay or debate why theirs should be used instead of the schools
123 Embedding Expectations into Current Daily Curriculum
Fine Arts (Music Art Computers Graphics)
When choosing a school play choose one with a theme centered around one of the school expectations or write your own play
Have the students compose a song/rap with the expectation
Have students come up with a campaign for promoting expectations to the entire student body
124 Embedding Expectations into Current Daily Curriculum
Science and/or Math
Have students develop a hypothesis about what they think are the top behavior problems at school. Have them survey students parents teachers make graphs and reach a conclusion about the hypothesis
Have the students count the number of tickets redeemed monthly for prizes graph them. You can include ratio of number of tickets to student of tickets per teacher etc.
125 Embedding Expectations into Current Daily Curriculum
Social Studies
Have students research different cultures to find out how they define Respectful
Talk about how different historical events occurred because of conflict and come up with solutions on how the conflict could have been resolved
126 Booster Trainings
You will be teaching expectations and rules throughout the year but there will be times when we all need a more intensive refresher
When do you think some of those times may be
What will that format look like
Who will develop the lesson schedule
Has the new student or faculty member been provided with SWPBS orientation
127 Creative IdeasPutting it into Practice
Video students role-playing to teach expectations and rules and show during morning show
Students compete for the GRAND Prize by participating in a behavior competition by grade level
NO Tardy Party- Pick a random Friday. The principal announces that anyone who has demonstrated responsibility by being on time for class the entire week may participate (must have planner signed for entry).
128 Creative IdeasPutting it into Practice
Provide students with a script that includes actions and words expected
Rotate students through different settings-Teach the behaviors in the setting where the behaviors are expected to occur
Have classes compete to come up with unique ideas (student projects bulletin boards skits songs etc)
Recognize staff for creative activities
129 Posters/Bulletin Boards
Provide students with written and graphic cues in the setting where the behaviors are expected
Graphic organizers and icons should be used to illustrate concepts and rules and posted in settings to use as prompts
130 Denham Springs Freshman High Livingston Parish 131 Denham Springs Freshman High Livingston Parish 132 Denham Springs Freshman High Livingston Parish 133 (No Transcript) 134 Existing Programs
SWPBS is a process that works with your existing programs. If your current program is workingkeep using it!
135 Action Plan!PBS Critical Element Item 5 (TM p. 25 RM p. 3) 5. Lesson plans developed for teaching expectations/rules 136 Developing aSchool-wide Reinforcement System 137 Objectives
Understand why it is important to develop a school-wide reinforcement system
Identify the guidelines for developing a school-wide reinforcement system
Learn to use a reinforcement system self-check
Develop a school-wide reinforcement system
138 Why Develop a School-Wide Reinforcement System
Increases the likelihood that desired behaviors will be repeated
Focuses staff and student attention on desired behaviors
Fosters a positive school climate
Reduces the need for engaging in time consuming disciplinary measures
139 Types of Reinforcements
Social
Activity
Sensory
Escape
Tangible
- Edibles
- Materials
- Tokens
140 Praise is Powerful!
Before implementing tangible reinforcements consider teaching your faculty (small inservice) the importance of delivering praise to students
Ideally an adult should maintain a 41 ratio (4 positive statements for every 1 negative statement)
Consider a role-play activity when discussing with faculty
Encourage all teachers to post reinforcement options for students who behave in a desired manner
Remain focused on praise so that we teach students that they may not always receive a tangible for behaving appropriately
141 Reinforcement System Guidelines
Keep it simple
Everyone needs to have access to reinforcement (secretary custodian lunchroom bus drivers subs etc.)
Provide staff with opportunities to recognize students in common areas who are not in their classes
Include information and encouraging messages on daily announcements
Reinforcements should appeal to 85-95 of students (what adults think is reinforcing is not always what students think is reinforcing)
142 Guidelines
Reinforce frequently in the beginning to create interest
Reinforcement contingent on desired behavior
Refrain from threatening the loss of reinforcements as a strategy for motivating desired behaviors
Refrain from taking earned items or activities away from a student
Students should be eligible to earn reinforcements throughout the day contingent upon appropriate behavior (academic as well as social)
143 Considerations for Using a Token System
Token System
Refers to a reinforcement system that works in the same manner as money where a token or a buck can be redeemed for things or experiences.
If tangible tokens are used
Tokens/bucks should have your expectations printed on them
Ensure an adequate supply
May want to allocate a certain number to teachers so that they have a goal each week
Take steps to prohibit counterfeiting
Develop a system for spending tokens
Establish an efficient system of record keeping
144 How are you going to teach your faculty about delivering a reinforcement
Always provide written guidelines for faculty as to how to give out a token or a buck
EXAMPLE
1. State what expectation the student was following and how they were following it
2. Circle the expectation on the buck
3. Write the students name on the buck
Record some example behaviors (socially and academically) that you want staff to reinforce with a token/buck
145 Considerations for Using a Token System
Use tokens that students can cash in for back-up reinforcers
Ex buy button to participate in bicycle drawing
Designate a percentage of the tokens to be used to reinforce students who are not on a teachers roll
Who is going to provide the bucks (who will make copies)
146 Challenges
Remaining focused on the positive
Providing meaningful reinforcements
Maintaining consistency with all staff
Tracking your reinforcement system
Not every students who acts appropriately will get a buck
147 Solutions
Keep ratios of reinforcement to correction high (41)
Involve students on your team to help with meaningful reinforcements (focus group of different kinds of students)
Provide reinforcement system trainings to staff annually and plan for booster trainings as needed
Develop data-based system for monitoring and documenting appropriate behaviors
148 Consider levels of reinforcement
Reinforce behaviors that have nothing to do with buck.
EXAMPLE Once a month those students who did not have a tardy are given a reinforcement (extra recess ice cream extra time free dress etc.)
Try and reach all students not just some!
149 Tips for Teachers
Traditional rewards (i.e. stickers cookies) dont always work particularly when
The reward is not preferred by the student
The reward is not linked to the behavior
It is more rewarding to do inappropriate behavior
Give the student choices
Offer 3 choices for the reinforcement and allow the student to pick the one he likes best
This option will ensure the reinforcement is preferred and give the student a sense of ownership
150 What Have Other SchoolsFound to be Effective
School bucks to use in a school store on a regular basis (weekly)
School wide Token System
Caught Being Good certificates
Buttons with school logo on front and number on back--used in lottery drawings once a week or twice a month
Tardy-Free Party
Peaceful Day countdown
At the end of a specified time period students can put all of their extra bucks into drawing for a prize
151 Other Effective Strategies
Positive parent telephone contacts with students present
Coupons (purchased with established numbers of tokens) for the following
Extra social time (recess lunch dance etc.)
Free entrance into a sporting event/dance
Early release pass
Free dress day
School supplies
152 Examples of Bucks 153 (No Transcript) 154 (No Transcript) 155 (No Transcript) 156 Ludacris provides incentive to high school students! 157 Activity 7 (TM p. 73-74 RM p. 12-13)Creating Reinforcement Systems15 minutes
Part 1
What types of reinforcement will work best at your school
Who will be responsible for the reinforcements (ordering creating making copies etc.)
How will you teach the staff about your reinforcements
How will you teach the students about your reinforcements
How will you know if your reinforcement system is working
Part 2
Briefly look over the Reinforcement System Criteria Form after you have discussed your preliminary plans for your school. You will need to revisit this checklist before implementation to ensure your school is ready to proceed with reinforcements
See suggestions for Reinforcement Ideas p. 75-80 TM
158 Points to Remember
Keep the system simple
Build in opportunities for data collection
Start small
Emphasize the following
The importance of enhancing social skills
The link between appropriate behavior and academic success
The link between School-wide Positive Behavior Support and other school-wide initiatives (e.g. multicultural education character education)
159 Action Plan!PBS Critical Element Item 6 (TM p. 25 RM p. 3) 6. Reinforcement System is established (what when how) 160 Building Faculty Involvement Through Communication and Motivation
161 Objectives
Understand need for staff to be committed to decreasing problem behaviors and increasing academic behaviors
Identify strategies to enhance communication with and motivation of faculty
Develop a plan to get faculty involvement
162 Increasing Academic Performance
Staff should be committed to decreasing problem behavior and increasing academic performance
163 Faculty Familiarity with Behavior Problems
Communication is essential
Feedback is a necessity (surveys focus groups interviews etc.)
Increase awareness of all stakeholders perception of behavioral issues
Communication leads to more effective problem-solving when handling discipline
164 Strategies to Achieve Faculty Involvement
Use your discipline data often
Use a team planning process
Conduct staff surveys share results
165 1. Use your discipline data often
Where behaviors are occurring (i.e. setting)
What types of behaviors are occurring
What types of consequence was delivered to discipline students
When problems behaviors occur most frequently
How many discipline referrals suspensions and/or expulsions occurred last school year
How many faculty are absent daily
Other (loss of instruction time student absences etc.)
166 How to Use the Data to Get Maintain Faculty Involvement
Share visuals (graphs) with stakeholders on a regular basis (faculty meetings newsletters email post around school)
The visuals are a powerful tool
To let staff know the extra work they are doing is paying off
To identify areas of need
167 Time Cost of a Discipline Referral(45 minutes per incident) 168 Began implementing PBS Denham Springs Freshman High Livingston Parish 169 Multi Year Office Referrals per Day Per Month 2003-04 2004-05 2005-06 170 2. Use a Team Planning Process
An example is Planning Alternative Tomorrows with Hope (PATH) and it is a way for people who share a common goal can align their
Schools vision purposes and goals
Understanding of a situation and its possibilities for hopeful action
Actions for change mutual support personal and team development and learning
171 Gerald Adams Elementary School TM p. 87 p. 23 172 3. Conduct Staff Surveys
Staff surveys are an efficient way to
Obtain staff feedback
Create involvement without holding more meetings
Generate new ideas
Build a sense of faculty ownership
Use your schools data to gain buy-in for the PBS process
Always share results with all stakeholders in a timely manner
173 SCHOOL CLIMATE SURVEY EXAMPLE TM p. 89 INSTRUCTIONS Read each statement and place an X in the appropriate box. Please place only one X per statement Never Sometimes Always Agree Disagree 174 What Other Schools Have Found to Be Effective
Faculty Retreat day before official pre-planning
Use previous years discipline data/survey results to show need
Show sections of the school-wide video
Song dance routine to R-e-s-p-e-c-t performed by Team followed by break-out sessions addressing components
Grade level or content focus meetings rather than entire faculty
Theme oriented introduction Luau Fiesta Movie theme etc.
175 How are you going to reinforce your staff
Adults will better understand the need for reinforcements if they actually experience it
Use school-wide expectations and apply to staff behavior
Use bucks/tokens/passes
Reinforce for being to meetings on time submitting lesson plans on time being prepared etc.
176 Reinforcing Staff
Utilize community resources and local businesses
Incentives for staff that have worked at other schools include
After School Social
Free duty day pass
Special Parking Spots
Recognition at staff meetings
Staff member of the month (voted on by students)
177 Staff Incentives TLC/PBS Friday Refreshments once a month a different department (or grade level) will provide snacks/food for that day Fishing for Compliments Teachers can document when other staff meets the schools expectations and then it is posted for all to see 178 PBS/Jeans Friday with School Shirt 179 Activity 8 (TM p. 91 RM p. 14)Building Faculty Involvement through Communication and Motivation10 minutes
With your team brainstorm creative ways to get faculty involvement and participation in SWPBS
Develop reinforcement system for faculty
Develop communication strategies for
Sharing information with staff
Involving staff ideas into the plan
180 Challenges
Reasons for making changes are not perceived as compelling enough
Staff feel a lack of ownership in the process
Insufficient modeling from leadership
Staff lack a clear vision of how the changes will impact them personally
Not utilizing discipline data
181 Solutions
Develop a common goal
Clarify how changes align with other initiatives
Emphasize need for change
Emphasize benefits
Conservation of time/effort
Alignment of processes/goals
Greater professional accountability
182 Action Plan! PBS Critical Element Item 7 (TM p. 25 RM p. 3)
7. Faculty Involvement
Strategies for sharing data with stakeholders
Procedures to get staff input and feedback on plans
Staff Reinforcements
183 Establishing a Data-based Decision-making System 184 Objectives
Understand the rationale for establishing a
data-based decision-making system
Identify types of data to be collected
Identify characteristics of a useful discipline referral system
Define problem behaviors
Develop a discipline referral process
Identify behaviors to be managed in office vs. classroom
185 Reasons to Collect Data
Essential for good decision-making
Professional accountability
Proactive planning
Decisions made with accurate dataare more likely to be
(a) implemented
(b) effective
186 What Data to Collect
Behavioral Data
Office discipline referrals/detentions
Suspensions/expulsions
Referrals by student behavior/staff behavior
Attendance
Academic Data
LEAP/iLEAP
Student grades
Referrals to special education programs
Staff family community perceptions
LANA or School Assessment Model (SAM))
Safe and Drug Free reports
School Climate Surveys
187 Critical Questions
How many referrals are there
per day each month
based on location
based on the type of behavior
by student
by time of day
originating from special and general education
188 Meaningful Data
Does your data system provide the following graphs
Does your school team analyze
these data on a regular basis
189 Average Daily Referrals Per Day Per Month 190 Referrals by Location 191 Referrals by Time of Day 192 Referrals by Problem Behavior 193 Referrals per Student 194 Data Systems
School Wide Information System (SWIS)
SWIS is a web-based information system for gathering entering summarizing reporting and using office disci
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