This is the Title Page Enter Presentation Title Here - PowerPoint PPT Presentation

Loading...

PPT – This is the Title Page Enter Presentation Title Here PowerPoint presentation | free to download - id: 64bb8c-M2MyZ



Loading


The Adobe Flash plugin is needed to view this content

Get the plugin now

View by Category
About This Presentation
Title:

This is the Title Page Enter Presentation Title Here

Description:

... of the checklist you completed as you reviewed this presentation. ... well their first year, ... Inclusion classrooms: Teachers facing students ... – PowerPoint PPT presentation

Number of Views:5
Avg rating:3.0/5.0
Date added: 23 September 2019
Slides: 50
Provided by: FMH98
Learn more at: http://www.pbis.org
Category:

less

Write a Comment
User Comments (0)
Transcript and Presenter's Notes

Title: This is the Title Page Enter Presentation Title Here


1
Taking School-Wide PBS to the Next Level
1
2
Objectives
  • Learn to use data to maintain and expand your SW
    system
  • Identify options available for expanding your SW
    system
  • Decide where to go next
  • Classroom-level overview
  • Targeted Group overview
  • Individual-level overview

3
Stages of Systems Change
  • Identification adoption of best practices
  • Accurate fluent implementation
  • Efficient, durable sustained use
  • Controlled expansion

Sugai, G. (2004). Systems Change PBIS in High
Schools Current Experiences and Research Status.
Presentation given 5/18/04 at the Illinois High
School Forum, Naperville, IL. Retrieved on
5/20/04 from http//www.pbis.org/english/powerpoin
ts.htm
4
Efficient, Durable Sustained Use
  • Consistent, stable decreasing trend in office
    discipline referrals
  • Students and staff energized about the reward
    system as evidenced by surveys
  • Overall Benchmark or SET score of 70 or higher

5
Efficient, Durable Sustained Use
Number of Referrals
Month
6
2nd Year Implementation
Number of Referrals
Month
7
How Well is Your School Doing?
  • Use your schools data to answer the following
    questions on the Next Step Decision Checklist
  • Does your school have a consistent, stable
    decreasing trend in office discipline referrals?
  • Does your school have a score of 70 on the
    Benchmarks of Quality or SET?
  • Do your staff and students support PBS as
    evidenced through surveys?

8
What To Do Next?
  • If you scored yes on all the previous questions,
    continue on with this presentation.
  • If you did not score yes on all of the previous
    questions, further work is needed to support your
    school-wide system.
  • Refer to the feedback and action step suggestions
    on page 2 of the checklist.
  • Attend a booster training

9
Taking the Next Step
  • Classroom-level training
  • Targeted interventions for at-risk students
  • Individualized, intensive support for individual
    students

10
Classroom Level PBS
11
Fact or Fiction?
Approximately one-half of all classroom time is
taken up with activities other than instruction,
and discipline problems are responsible for a
significant portion of this lost instructional
time.
12
Positive Behavior Support Classroom Management
  • Decrease in problem behavior increase in
    academic time
  • Preventative approach to addressing problem
    behavior
  • Should result in greater academic success

13
Student 45 minutes/ incident Teacher 15
minutes/incident
14
Classroom-Wide PBS
15
Behavior Systems
  • Classroom-Wide PBS System
  • Assessment
  • Expectations and Rules
  • Reward Systems
  • Effective Consequences
  • Teaching a Behavior Curriculum
  • Monitoring and Evaluation

16
Ecological Systems
  • Environmental Factors
  • Physical setting
  • Scheduling
  • Rules
  • Socialization/Inclusion
  • Curriculum Instruction
  • Curricular Modifications
  • Task Alteration/Division
  • Choice/Preference
  • Materials
  • Difficulty
  • Meaningfulness/Functionality

17
Who Can Benefit From Classroom PBS?
  • Individual teachers looking for strategies to
    improve their classrooms
  • Teachers having difficulties blending SW PBS
    within classroom practices
  • Large number of difficult kids in their
    classroom setting

18
Observable Indicators
  • Classroom management plan not posted
  • Classroom plan is inconsistent with the SW plan
  • Inconsistent delivery of rewards

19
Data-Based Classroom Indicators
  • Address classroom systems if
  • Majority of referrals come from classrooms (e.g.,
    more than 50 of referrals)
  • More than 40 of referrals come from less than
    10 of the classrooms
  • Not all teachers are writing referrals

20
Data-Based Indicator
Location
21
Data-Based Indicator
Teacher
22
Data-Based Indicator
Student
23
Does Your School Need Classroom PBS?
Data-Based Indicator
  • Use your schools data to answer the Classroom
    PBS questions on the Next Step Decision Checklist

24
Accessing Training
Data-Based Indicator
  • 26 modules available
  • Specific training individualized to fit your
    schools needs
  • Includes curriculum, instruction, behavior,
    environmental modifications
  • 1-3 day PBS Project training

25
Targeted Group Interventions
26
Targeted Group Interventions
  • For high- and at-risk students
  • These students represent less than 25 of school
    enrollment
  • They account for over 50 of behavioral incidents
  • They consume significant amounts of time and
    resources

5
15
80 of Students
27
Targeted Group Interventions
Data-Based Indicator
  • Not just for students with high referral rates
  • Also beneficial for students who are under the
    radar
  • High rate of absenteeism
  • Homeless
  • Migrant families
  • Chaotic home environments
  • Foster care or juvenile service

28
Data-Based Indicator
Student
29
Data-Based Indicator
Type of Behavior
30
Why Intervene?
Data-Based Indicator
  • Research suggests these students are at high risk
    for
  • Becoming violent offenders
  • Entering the criminal justice system
  • Dropping out of school
  • Substance abuse

31
Approaches to Intervention
Data-Based Indicator
  • Social-Behavioral
  • Behavior Education
  • Social Skills
  • Emotional
  • Mentors
  • Social Skills
  • Academics
  • Peer tutors
  • Adult tutors

32
Behavior Education Program (BEP)
Data-Based Indicator
  • Increased focus on behavioral/academic goals
  • Check-in/Check-out system
  • Additional positive adult attention
  • Utilizes self-management

33
When To Use the BEP
Data-Based Indicator
  • High referrals for non-violent behavior
  • Motivation for student problem behavior is to
    gain adult attention
  • Behavior occurs in multiple settings
  • Some students receive few SW incentives

34
Social Skills Training
Data-Based Indicator
  • For use in small groups
  • Social skills are
  • Socially acceptable learned behaviors that enable
    a person to interact with others in ways that
    elicit positive responses and avoid negative
    responses (Gresham Elliott, 1984, 1990)

35
Skills Targeted With Social Skills Training
Data-Based Indicator
  • Conflict resolution
  • Anger management
  • Self-awareness
  • Awareness of others
  • Self-management
  • Turn-taking
  • Self-control
  • Assertiveness
  • Listening
  • Play skills
  • Apologizing
  • Accepting feedback
  • Cooperation
  • Empathy
  • Problem solving
  • Conversational skills
  • Making requests
  • Disagreeing

36
When To Use Social Skills Training
Data-Based Indicator
  • High referrals for inappropriate social behavior
    (e.g., harassment, fighting, disruption)
  • Students behaving outside of school norms
  • Students never demonstrate appropriate behavior
    according to teachers
  • Students with poor teacher and peer relations

37
Academic Interventions
Data-Based Indicator
  • For students with poor academic success and who
    use problem behavior to get out of academic
    work
  • Peer tutors
  • Teach peers to work with other students to
    improve academic skills
  • Adult tutors
  • Provide additional academic assistance and
    positive adult attention

38
Mentor Programs
Data-Based Indicator
  • Appropriate for students for whom there are
    emotional concerns or are under the radar
  • Adult mentor
  • Provide positive adult attention that is not
    based on academics or behavior
  • Someone who can be a role-model, who expresses
    concern
  • Does not nag about behavior or academics

39
Accessing Training
Data-Based Indicator
  • FL-PBS Project
  • Provide BEP training
  • Assistance in setting up academic mentoring
    program if needed
  • District Personnel
  • Social skills training
  • SEDNET or FDLRS also of assistance

40
Does Your School Need Targeted Group
Interventions?
Data-Based Indicator
  • Use your schools data to answer the Targeted
    Group questions on the Next Step Decision
    Checklist

41
Individual Level PBS
42
Individualized PBS
  • For high-risk students
  • History of severe problem behaviors
  • Demonstrated resistance to intervention
  • An intensive system of support is needed

5
15
80 of Students
43
Data-Based Indicators
Data-Based Indicator
  • Address individual level PBS if
  • One or more students receive a majority of
    referrals (e.g., more than 10)
  • One or more students exhibits severe or dangerous
    behavior
  • School-wide, classroom, or targeted group
    interventions have not resulted in improved
    behavior for one or more students
  • Students in ESE settings with persistent or
    violent behavior who may not generate office
    referrals

44
Data Based Indicator
Student
45
Individualized PBS
Data-Based Indicator
  • Detailed, wrap-around support plans developed
    according to individuals need
  • Based on
  • Team approach School, family, support network
  • Person-centered planning
  • Data collection and functional behavior
    assessment
  • Improvements in quality of life

46
Individualized PBS
Data-Based Indicator
  • Training initiated for specific students
  • Student support team established prior to
    training
  • Members include individuals who know the child
    well, interested in supporting the child, have
    diverse perspectives on child and childs
    behavior
  • Plan developed over several days of training
    activities interspersed within training

47
Accessing Training
Data-Based Indicator
  • 4 Web-based modules
  • 1-2 hours to complete
  • TA meetings and support between modules to guide
    teams through demonstration of the process
  • Facilitators Guide for back-up
  • Tie-in to district expertise in FBAs
  • 3-3.5 day PBS Project training

48
Does Your School Need Individual Behavior Support
Plans?
Data-Based Indicator
  • Use your schools data to answer the Individual
    PBS questions on the Next Step Decision Checklist

49
Your Next Step
Data-Based Indicator
  • Review the results of the checklist you completed
    as you reviewed this presentation.
  • Determine what level of training your school
    wants and needs to implement next.
  • Contact your district coordinator to pursue
    training for your school.
About PowerShow.com