keys to student success (1 of 7) school-wide positive behavior p1-5

8/9/2019 Keys to Student Success (1 of 7) School-wide Positive Behavior P1-5

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Key to Student Success

Creating a School-Wide Positive Behavior Plan

StudentAchievement

vIncreasing Staff Competency and CapacityvInvesting in Outcomes, Data, Practices and Systems

RigorousInstruction

BehaviorManagement


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October 10, 2007 | Key to Student Success 2

Key to Student Success:Creating A School-Wide Behavior Plan

October 2007

Principals and School Leaders:

Eleanor T.ColemanChief of Student Support, Family and Community Engagement

Our vision is that Minneapolis Public Schools will be safe, orderly learningenvironments where students, staff and families share high expectations foracademic achievement and personal behavior. However, we cannot fulfill this

vision on our own. We also envision a community in which everyone helps tocreate a mutually respectful, fair and caring environment where diversity is

valued.

This guide will help your school create a preventive, proactive and positiveschool-wide behavior plan. Its content is based upon research from around thenation and around our own school district. These strategies, supported by afederal Safe Schools Healthy Students grant and by the MinnesotaDepartment of Education, have proven effective in several Minneapolisschools and can work in yours.

This is not another new initiative, but a framework to help your school alignthe work of teaching academics with the work of teaching behavior.

Simply put, teaching behavior is teaching. By developing a climate whereever one can learn we are increasin the chances for all students to succeed.


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Developing Positive BehaviorComponents of a District-Wide System Promoting

Excellent Attendance, Positive Behavior and Healthy Student Development

Community &

Familyv Public policy supports

developing positivebehavior

v Knows and supports MPSbehavior and attendanceexpectations

v Parent forums offeropportunities forengagement with familieson academics and supportparent input

v Communication consistentand ongoing

v Early childhood programshigh quality and aligned

with best practices ofacademic and childdevelopment

v Partnerships offer targetedsupport resources at: School level Groups level Individual level

v Student AttendanceReview Board (SARB)supports studentattendance

v Youth leadership isrecognized and nurtured

District

Level

SchoolLevel

StudentLevel

v System is organized, consistent, cohesivev District policies and procedures support systemv Families engaged early in positive waysv District articulates clear behavior and attendance expectationsv Systems in place for adult leadership and skill development (HR, MFT, unions)v Cultural competence increased through training and skill developmentv Resources consistent and aligned to support development of positive behaviorv Responsibility, accountability, monitoring assured (ELL, Sp Ed, C&I)

Principals/Administratorsv Responsible for ensuring

building-wideapproaches to behavior

and attendancev Clear behavior andattendance expectationsposted and taught

v Connect with studentsand families in culturallyrespectful ways

v Ensure staff training ineffective teaching skills,including culturalcompetence

v Ensure fair, equitable,consistent treatment

Teachersv Have skills to connect

with studentsv Are culturally competentv Have classroom

management skillsv Have skills to teach andreinforce behavior andattendance expectations

v Resources in place tosupport positive

behavior instruction

All Staffv Have skills to

connect withstudents

v Are culturallycompetentv Are able to teach andreinforce behaviorand attendanceexpectations

v Know how to dealwith inappropriatebehavior

v Use problem solvingteams (CTARS, SST,etc.) to intervene

with at risk studentsv Represented on

building-widebehavior teams

v Receive targeted,individualized help todevelop positive behavior

v Interventions focused onredirecting towardlearning and developingpositive social skills

Data Systemsv Aligned v User friendlyv Data accurate and easily accessiblev Staff have skills to access and interpret data (T.A.)v Process for data collection and monitoring standardized

Studentsv Understand

behavior andattendanceexpectations

vDevelop the skills tobe responsible forown behavior

v Help students gainage-appropriateskills to create andmaintain a safe andlearning-focusedenvironment

v Have input onbuilding widebehavior plan

Accountability v Aligned with data v Lines of accountability clear v Expectations are clearSystems vMonitoring frequent v Focus on learning and improving adult and student performance


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School-Wide Positive Behavior Plan

Table of Contents

Page 5 Components of a School-Wide Positive Behavior Plan

Page 6 3-Tiered District-Wide Support Services for Students

MPS Tiered School-Wide Systems of PBIS

Mapping Tool for School Supports

Page 10 Progressive Phases of Implementation

Phases 1-3

Page 15 Prevention Intervention Program Systems Checklist

Page 18

Page 21

Positive Behavior Plan Details Sample

Positive Behavior Plan Details Worksheet

Tabbed

Section

Resources and Samples

Online Resources, p24

Steps to Access PBIS Big 5 Graphs, p25

A Walk-Through Tool for Examining Your Positive Behavior Plan, p27

Sample Matrix of Expectations and Worksheet, p28-30

Active Response Flow Chart, p31Discovery Discipline Codes and Definitions, p32

Behavior Incident Report Form, p35

School Board Policy for School-Wide Behavior Plans, p37

Effect of PBIS at Sullivan, p39

Page 40 Indicators of PBIS / Best Practices


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Components of a School-Wide Positive Behavior Plan

There are fundamental components for a school-wide positive behavior plan to be effective. While each school will have itsown individual characteristics for how these components appear and operate, all are essential for success.

1. A positive behavior teamthat is representative ofthe entire school community and meets at least

monthly to review and analyze data, write action plans

and train other members of the staff and school

community.

2. Three to five positively stated expectationswith a system for teaching, practicing and positively

reinforcing throughout the school year.

3.An educational approach to teachingexpectations, including direct teaching of routines,

transitions and social skills. Emphasis is placed on

prevention.

4. Positive acknowledgementfor staff and studentswho demonstrate understanding of these

expectations, as well as a system for delivering

positive acknowledgement.

5. Clear distinctions between which behaviors arehandled in the classroom and which behaviors are

handled outside of the classroom. The distinctions are

communicated and understood by all staff.

6.A systematic approachfor responding to behaviorviolations and fordealing with dangerous situations

and crisis management. The approach is

communicated and understood by all staff.

7. Data based decision making with a system forcollecting, analyzing and making decisions based on

data from multiple resources.

8. Families know and support behavior andattendance expectations.

Reference:Sugai & Horner, 2007, www.pbis.org

keys to student success (1 of 7) school-wide positive behavior p1-5

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