3 GoalImplement Positive Behavior Supports Schoolwide 4 The Context
Part of a National Effort
National PBIS Center
5 This Presentation
The Rest of Training
6 The Issues 7 Competing Inter-Related National Goals
Improve literacy math geography science etc.
Make schools safe caring focused on teaching learning
Improve student character citizenship
Prevent drug use
Prepare for postsecondary education
Provide a free appropriate education for all
Prepare viable workforce
Affect rates of high risk antisocial behavior Leave no child behind
8 What We Know About Problem Behaviors
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.
Exist in every school
Vary in intensity
Are associated w/ variety of contributing variables
Are concern in every community
9 Immediate seductive solution.Get Tough!
Clamp down increase monitoring
Extend continuum consistency of consequences
Establish bottom line
10 Reactive responses are predictable.
Aversive situation select interventions that produce immediate relief
Modify physical environment
Assign responsibility for change to student /or others
11 When behavior doesnt improve we Get Tougher!
Zero tolerance policies
Increased suspension expulsion
In-service training by expert
12 But.false sense of safety/security!
Fosters environments of control
Triggers reinforces antisocial behavior
Shifts accountability away from school
Devalues child-adult relationship
Weakens relationship between academic social behavior programming
13 What Do Experts Say 14 2001 Surgeon Generals Report
Number of assaults other antisocial behavior are increasing
Antisocial peer networks
15 2001 Surgeon Generals Report on Youth Violence Recommendations
Establish intolerant attitude toward deviance
Break up antisocial networkschange social context
Improve parent effectiveness
Increase commitment to school
Increase academic success
Create positive school climates
Teach encourage individual skills competence
16 Coordinated Social Emotional Academic LearningGreenberg et al. (2003) American Psychologist
The current impact of school-based prevention and youth development programs is limited because of insufficient coordination with other components of school operations and inattention to implementation and evaluation factors necessary for strong program impact and sustainability (p. 466).
School-based prevention and youth development interventions are most beneficial when they simultaneously enhance students personal and social success as well as improve the quality of the environments in which students are educated (p. 467)
17 School-based Prevention Youth Development ProgrammingCoordinated Social Emotional Academic Learning Greenberg et al. (2003)
Teach children social skills directly in real context
Foster respectful supportive relations among students school staff parents
Support reinforce positive academic social behavior through comprehensive systems
Invest in multiyear multicomponent programs
Combine classroom school- community-wide efforts
Precorrect continue prevention efforts
18 The Process 19 Important Points
It is a Process not a Program
Involves reducing the number of Committees
20 Working Smarter 21 Sample Teaming Matrix 22 The Specifics
Establish Leadership Team
Self-Assess and Plan (AzSET)
Identify general expectations and specific behaviors
Teach those behaviors in context
Catch students being good
Correct infractions instructively
Use information to make decisions
23 Team Composition
Special Educator Counselor School Psychologist Social Worker etc.
Office Supervisory Custodial Bus Security etc.
Mental Health Business
24 Typical Team
Grade level reps
Special education teacher
25 Self-Assess and PlanThe 3-tiered Model 26 Tertiary Prevention Specialized Individualized Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL POSITIVE BEHAVIOR SUPPORT 5 Secondary Prevention Specialized Group Systems for Students with At-Risk Behavior 15 Primary Prevention School-/Classroom- Wide Systems for All Students Staff Settings 80 of Students 27 Designing School-Wide Systems for Student Success 1-5 1-5 5-10 5-10 80-90 80-90 28 Identify general expectations and specific behaviors (rules) 29 Identify General Expectations and Specific Behaviors (Rules)
3-5 General Behavioral Expectations
Specific Behaviors (rules) to be Taught in each School Environment
30 Not Like This 31 School Rules NO Food No Weapons NO Backpacks NO Drugs/Smoking NO Bullying 32 Like This 33 Common Expectations
34 (No Transcript) 35 (No Transcript) 36 (No Transcript) 37 Teaching Matrix Activity
42 Use Information to Make Decisions (i.e. collect and use data) 43 (No Transcript) 44 (No Transcript) 45 (No Transcript) 46 (No Transcript) 47 Why BotherAfter the Break 48 (No Transcript) 49 Pre Post 50 (No Transcript) 51 (No Transcript) 52 (No Transcript) 53 (No Transcript) 54 Why Do Those Difference Matter 55 Sample Administrative Benefit (ODR)Middle School
955 42 improvement
14325 min. _at_15 min.
40 days Administrative time
56 Sample Instructional Benefit (ODR)Middle School
955 42 improvement
19100 min. _at_ 20 min.
53 days Instructional time
57 Sample Administrative Benefit (Suspension)Middle School
125 50 improvement
5625 min. _at_45 min.
16 days Additional time
58 (No Transcript) 59 (No Transcript) 60 You Do the Math
20 min per referral
15 min per referral
45 min per suspension
61 What does SWPBS look like
gt80 of students can tell you what is expected of them give behavioral example because they have been taught actively supervised practiced acknowledged.
Data- team-based action planning implementation are operating.
Administrators are active participants.
Full continuum of behavior support is available to all students
62 Additional Resources
Online courses for professional development
63 The Rest of This Training 64 Training Overview
Session 1 August 24-26
Introduction to the AzSET
Team time to begin planning process
65 Training Overview
Session 2 Universal/School-wide Systems November 2 - 4
Defining expectations in each environment (rules)
Training students and staff
Sharing referral data to make decisions
Reviewing current systems - acknowledging student behavior and consequences for infractions
66 Training Overview
Session 3 Targeted Strategies February 1 - 3
Behavior Support Teams
Social Skills Training
Self Management Strategies
67 Training Overview
Session 4 Targeted and Individual Strategies April 26 - 28
Functional Behavioral Assessment and function-based interventions
Effective classroom practices
Assessing the Environment
68 Training Overview
Cohort G 1/12-13 2/9-10 3/16-17 4/20-21
AzSET 70 (No Transcript) 71
District Leadership Team Evaluation Coaching Training School-based Teams School-wide Targeted Individual 72 AzSET
District Teams Part 1
School Teams Parts 2 3
Leads to Action Plan
73 Would You Like To
Have more time for teaching
Spend less time on discipline
Be on fewer committees
Work smarter not harder
Enjoy coming to work
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