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SWPBS: Sustainability, Classroom Management, Interventions for Individual Students

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Title: Components and Process of School-wide Discipline Author: George Sugai Last modified by: Owner Created Date: 1/14/1999 1:16:21 AM Document presentation format – PowerPoint PPT presentation

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Title: SWPBS: Sustainability, Classroom Management, Interventions for Individual Students


1
SWPBS Sustainability, Classroom Management,
Interventions for Individual Students
  • Celeste Dickey George Sugai
  • University of Oregon Connecticut
  • Center on Positive Behavioral Interventions
    Supports
  • August 15, 2007
  • www.pbis.org

2
Purpose
  1. Implementation sustainability
  2. Review of classroom management practices
  3. Discussion individual student behavior support

3
pbis.org
4
Forum for Change
October 11-12 Rosemont, IL
5
2nd Annual New England PBS Conference
  • Nov 15, 2007 Near Boston
  • Contact Bob Putnam
  • May Institute
  • bputnam_at_mayinstitute.org

6
1. IMPLEMENTATION SUSTAINABILITY
7
Features of Successful Organizations
Common Vision
ORGANIZATION MEMBERS
Common Language
Common Experience
8
Supporting Social Competence Academic
Achievement
4 PBS Elements
OUTCOMES
Supporting Decision Making
DATA
Supporting Staff Behavior
SYSTEMS
PRACTICES
Supporting Student Behavior
9
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
10
Designing School-Wide Systems for Student Success
1-5
1-5
5-10
5-10
80-90
80-90
11
RtI Defining Features
12
GENERAL IMPLEMENTATION PROCESS Getting Started
Team
Agreements
Data-based Action Plan
Implementation
Evaluation
13
School-wide Positive Behavior Support Systems
Classroom Setting Systems
Nonclassroom Setting Systems
Individual Student Systems
School-wide Systems
14
School-wide Systems
  • 1. Common purpose approach to discipline
  • 2. Clear set of positive expectations behaviors
  • 3. Procedures for teaching expected behavior
  • 4. Continuum of procedures for encouraging
    expected behavior
  • 5. Continuum of procedures for discouraging
    inappropriate behavior
  • 6. Procedures for on-going monitoring evaluation

15
Nonclassroom Setting Systems
  • Positive expectations routines taught
    encouraged
  • Active supervision by all staff
  • Scan, move, interact
  • Precorrections reminders
  • Positive reinforcement

16
Classroom Setting Systems
  • Classroom-wide positive expectations taught
    encouraged
  • Teaching classroom routines cues taught
    encouraged
  • Ratio of 6-8 positive to 1 negative adult-student
    interaction
  • Active supervision
  • Redirections for minor, infrequent behavior
    errors
  • Frequent precorrections for chronic errors
  • Effective academic instruction curriculum

17
Individual Student Systems
  • Behavioral competence at school district levels
  • Function-based behavior support planning
  • Team- data-based decision making
  • Comprehensive person-centered planning
    wraparound processes
  • Targeted social skills self-management
    instruction
  • Individualized instructional curricular
    accommodations

18
1. Emergence
2. Demonstration
IMPLEMENTATION PHASES
3. Elaboration
4. Systems Adoption
19
PBS Systems Implementation Logic
Visibility
Funding
Political Support
Leadership Team Active Coordination
Training
Evaluation
Coaching
Local School Teams/Demonstrations
20
Sustainability Suggestions
  • Maintain priority
  • Monitor fidelity outcomes continuously
  • Keep data regular, easy, relevant
  • Strive for efficiency economy
  • Adopt evidence-based practices
  • Celebrate successes improvement

21
SUSTAINABLE IMPLEMENTATION DURABLE RESULTS
THROUGH CONTINUOUS REGENERATION
Continuous Self-Assessment
Relevance Priority Efficacy Fidelity
Valued Outcomes
Effective Practices
Practice Implementation
Local Implementation Capacity
22
Sustainability Activity 10 minutes
  • What practice is working well?
  • What is in place to sustain that practice?
  • What is being done to increase efficiency

23
2. CLASSROOM MANAGEMENT
24
Classroom Management Basics
  • Research guided
  • Contextualized
  • Theory
  • Explicitly taught practiced
  • Teach for generalization
  • Academic behavior interaction
  • Data-based decision making

25
Main Message
STUDENT ACHIEVEMENT
Good Teaching
Behavior Management
Increasing District State Competency and
Capacity
Investing in Outcomes, Data, Practices, and
Systems
26
(No Transcript)
27
Essential Behavior Classroom Management
Practices
  • See Classroom Management Self-Checklist (7r)

28
1. Minimize crowding distraction
  • Design environment to elicit appropriate
    behavior
  • Arrange furniture to allow easy traffic flow.
  • Ensure adequate supervision of all areas.
  • Designate staff student areas.
  • Seating arrangements (classrooms, cafeteria, etc.)

29
2. Maximize structure predictability
  • Teacher routines volunteers, communications,
    movement, planning, grading, etc.
  • Student routines personal needs, transitions,
    working in groups, independent work, instruction,
    getting, materials, homework, etc.

30
3. State, teach, review reinforce positively
stated expectations
  • Establish behavioral expectations/rules.
  • Teach rules in context of routines.
  • Prompt or remind students of rule prior to
    entering natural context.
  • Monitor students behavior in natural context
    provide specific feedback.
  • Evaluate effect of instruction - review data,
    make decisions, follow up.

31
4. Provide more acknowledgements for appropriate
than inappropriate behavior
  • Maintain at least 4 to 1
  • Interact positively once every 5 minutes
  • Follow correction for rule violation with
    positive reinforcer for rule following

32
Reinforcement Wisdom!
  • Knowing or saying know does NOT mean will
    do
  • Students do more when doing worksappropriate
    inappropriate!
  • Natural consequences are varied, unpredictable,
    undependable,not always preventive
  • Err on side of being positive

33
5. Maximize varied opportunities to respond
  • Vary individual v. group responding
  • Vary response type
  • Oral, written, gestural
  • Increase participatory instruction
  • Questioning, materials

34
6. Maximize Active Engagement
  • Vary format
  • Written, choral, gestures
  • Specify observable engagements
  • Link engagement with outcome objectives

35
7. Actively Continuously Supervise
  • Move
  • Scan
  • Interact
  • Remind/precorrect
  • Positively acknowledge

36
8. Respond to Inappropriate Behavior Quickly,
Positively, Directly
  • Respond efficiently
  • Attend to students who are displaying appropriate
    behavior
  • Follow school procedures for major problem
    behaviors objectively anticipate next
    occurrence

37
9. Establish Multiple Strategies for
Acknowledging Appropriate Behavior
  • Social, tangible, activity, etc.
  • Frequent v. infrequent
  • Predictably v. unpredictably
  • Immediate v. delayed

38
10. Generally Provide Specific Feedback for
Errors Corrects
  • Provide contingently
  • Always indicate correct behaviors
  • Link to context

39
Establishing Classroom SWPBS
  1. Establish leadership team
  2. Examine SW data to establish action plan
  3. Link directly to school-wide effort
  4. Secure agreements
  5. Practice/review/remind continuously
  6. Train for highest implementation fidelity
  7. Monitor celebrate improvement
  8. Individualize for non-responders

40
Classroom Activity 10 minutes
  • What school-wide classroom management practices
    are in place?
  • Are they proactive? Consistently implemented?
  • What improvements needed?

41
3. INDIVIDUAL STUDENT BEHAVIOR SUPPORT
42
Behavior Support Elements
Response class Routine analysis Hypothesis
statement Function
Alternative behaviors Competing behavior
analysis Contextual fit Strengths,
preferences, lifestyle outcomes Evidence-based
interventions
Problem Behavior
Functional Assessment
Implementation support Data plan
  • Team-based
  • Behavior competence

Intervention Support Plan
Continuous improvement Sustainability plan
Fidelity of Implementation
Impact on Behavior Lifestyle
43
Individual Student Basics
  1. Establish at least one relevant reinforcing
    adult (advocate) in school
  2. Make daily contact, especially a.m.
  3. Provide at least daily reinforcer for
    progress/improvement
  4. Provide instruction that increases likelihood of
    academic success

44
  1. Directly teach practice specific social skills
  2. Consider function by context
  3. Work as team
  4. Respond early to non-responders
  5. Establish in-school behavioral expertise

45
Individual Behavior Support Activity 10 minutes
  • What is being done daily for individual students
    with behavior needs?
  • Who has specialized behavior knowledge in school?
  • Does team meet regularly?

46
PBIS Messages
  • Measurable justifiable outcomes
  • On-going data-based decision making
  • Evidence-based practices
  • Systems ensuring durable, high fidelity of
    implementation
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