keys to student success (4 of 7) school-wide positive behavior p11-26

October 10, 2007 | Key to Student Success 11

School-Wide Positive Behavior Plan | Phase 1

School-level administrators support PBIS

• The school administration is actively involved and supportive.

Staff support PBIS

• 80% of all school staff buy in and agree to support; staff participates in the implementation.

Positive Behavior Team (PBT)

• A representative team of the entire school (including administration, grade level, support staff, ESP staff and specialist representation) meets at least monthly (twice a month is encouraged until all phases are completed) to develop an action plan, review and analyze data and train staff on new implementation endeavors.

Positive Expectations Developed

• 3-5 positively stated school-wide expectations are agreed upon and posted school-wide.

Positive Expectations Taught

• Expectations are behaviorally described for each and all areas of the building (e.g., classroom, halls, bathroom, playground, lunchroom assemblies, etc.).

Positive Acknowledgement System Developed and Initiated

• A school-wide systematic approach exists to concretely acknowledge all students and staff that are demonstrating the expectations. It is documented for substitute teachers, new students and staff.

Universal Data

• Behavioral data is collected, entered into Discovery and reviewed by the positive behavior team. The team identifies and refers students in need of secondary and tertiary levels of support. Behavior data needs to be collected continuously and embedded as part of the school cycle (reference data matrix in positive climate toolkit pg. 18, available online at: http://sss.mpls.k12.mn.us/Positive_School_Climate_Tool_Kit.html).

• Information entered into DISCOVERY can be accessed via OCR for positive behavior teams to analyze. The following five

summaries are available using the Principal access on the OCR website:


Phase 1 | Universal Data cont. Office Discipline Referrals by:

1) Per day/per month o Trends? o Peaks before breaks? o Gradual increasing trend across year? o Compare levels to last year? o Improvement?

2) Time of day o Are there specific times when problems occur?

3) Location o Are there specific problem locations?

4) Type of problem behavior o What problem behaviors are most common?

5) Per individual student o Are there many students receiving referrals or only a small number of students with many referrals?

After looking at these graphs, teams can engage in focused problem solving:

• Is there a problem? (How many ODRs ?) • What areas/systems are involved? (e.g., School-wide, Non-classroom, Classroom, Individual) • Are there many students or a few involved? • What kinds of problem behaviors are occurring? • When are these behaviors most likely? • What is the most effective use of our resources to address this problem?

Problem Solving Team

• Problem solving team meets regularly and uses a data-driven identification and referral process in place to coordinate secondary and tertiary levels of support. This could be the existing problem solving team and/or CTARS. It is essential that there is an explicit communication link between this team and the PBT.



Data Collection

• Behavior data is reviewed and analyzed at least quarterly by administration and the PBT. A walk-through observation is conducted (see page X) to determine needs and strengths of the current system.

Data Management

• The PBT interventions and decisions are based on data. The team shares data with the entire staff quarterly. Systems are reviewed and revised based on data.

Responding to Behavior Violations

• A flow chart and leveled intervention program is developed and communicated with all staff. Referrals are completely filled out and entered into the data-base in a timely manner. School staff is provided with multiple options for preventing, intervening and redirecting students who are not following the school-wide expectations.

Problem Solving Team

• The Problem Solving Team uses data regularly to monitor the progress of the secondary and tertiary interventions and adjust as needed. The team examines the function the behavior serves a student to develop appropriate interventions (e.g., what is the purpose of this behavior in this context?)

Community Based Resources

• Non-school based resources are identified and matched to school and student needs in a coordinated manner.

Fidelity of Implementation Examined

• At least 90% of staff and 80% of students know and understand the expectations, as well as the behavior violation system as measured by a walk-through observation.

Organizational Design

• School committee structure is evaluated and simplified so that committees working on positive behavior coordinate efforts (i.e., “working smarter, not harder”).



Data Collection

• Multiple data sources are used to make decisions, including behavior referral data, academic data, SET (School Evaluation Tool, www.pbis.org), walk-through observation form and EBS (Effective Behavior Systems, www.pbis.org)

• Year 1 and year 2 data is used to compare and analyze implementation efforts.

Behavior and Function

• All staff has some training to understand behavior in terms of the function it serves for the student (e.g., avoid task/ attention, gain attention from peers/adults).

Comprehensive Planning for RED and YELLOW zone needs

• Plans for students in secondary and tertiary levels are systematically matched with available resources and monitoring plans using data. These plans are reviewed regularly to ensure successful transition for students and supports between grades, teachers and schools.

• Multiple resources are available to students needing more support. Resources are applied based on a functional examination of behaviors and academic progress monitoring.

• 80% of goals for 80% of students involved in secondary and tertiary interventions are successful.

• School staff receives regular progress updates on response to secondary and tertiary supports.

Organizational Design

• The committee structure of the school allows for systematic data collection, analysis and collaboration.

• School teams have clear responsibility for which data they are reviewing and to whom and how often they are reporting results and decisions.


Positive Behavior Plan: Prevention Intervention Program Systems Checklist Complete this exercise periodically throughout the school year.

School-Wide Non-Classroom Classroom Individual

Expectations o 3-5 positively stated expectations are defined

o A matrix of expectations is provided to all staff to ensure common understanding of expectations

o A system exists for teaching expectations to all staff, students and families

o Expectations are reviewed at least 3 times a year

o A process exists for teaching new staff and students expectations through out the school year

o Data is used to determine if students and staff understand the expectations in all settings

o Violence prevention, including anti-bullying, is taught to all students

o School-wide Social skills/anti-bullying/violence prevention curriculum adopted

o Expectations apply to non-classroom settings

o Expectations are taught, practiced in all non-classroom settings, including lunchroom, playground, buses, hallways, auditorium, etc.

o Expectations in non-classroom settings are reviewed at least 3 times a year

o Anti-bullying skills taught practiced and reinforced for use in common areas (playground, lunchroom, bus, hallways, etc.)

o Classroom expectations, based on School-Wide Expectations, are clearly defined

o Classroom expectations are taught directly

o Classroom expectations are practiced and reviewed periodically

o A process exists for teaching new students the expectations

o Social skills, appropriate to grade level adopted and taught regularly

o A process exists for developing a behavior plan to help individual students learn and understand expectations when it is clear they need individual support

o Individual students have access to more specific social skills support (e.g., problem solving, anger management, etc.) based upon a functional assessment to support behavior skill development plan


School-Wide Non-Classroom Classroom Individual

Positive Acknowledgement

o School-wide system exists for positively acknowledging staff and students on use of expectations (includes communicating to families, substitutes & new students)

o A school-wide system exists for positively acknowledging students displaying knowledge of expectations in all non-classroom settings

o Expected student behaviors are acknowledged and positively reinforced

o 4:1 positives/negative interaction ratio exists in the classroom

o Individual students requiring more help receive at least 4 positives to each negative interaction

Preventing Behavior Violations

• Routines & Transitions

• Effective Instructional strategies to manage behavior

• Active Supervision

o Active supervision skills are taught to all staff (scan, move and interact)

o Physical transitions are minimized to reduce number of students in hallways

o A school-wide signal exists to get everyone’s attention quickly

o Traffic patterns are analyzed to ensure smooth transitions

o Staff actively supervise students in all areas in and out of the building

o A plan exists for entering and exiting the building

o A plan exists to ensure safety for students at arrival and dismissal

o All adults actively supervise all non-classroom settings

o Traffic patterns and signals are analyzed to ensure smooth transitions

o Staff understand and demonstrate basic active supervision skills (scan, move, interact)

o Expectations for transitions taught, practiced and reinforced

o A plan exists for entering and exiting the building

o A plan exists to ensure safety (e.g., during emergency situation) for students at arrival and dismissal

o School-wide signal exists to secure attention of students & staff in common areas

o Active supervision is used in all classroom settings

o Classroom arrangement minimizes crowding and distractions

o Classroom teachers provide multiple opportunities for students to respond and actively participate

o Quick, direct and explicit redirections are provided for inappropriate behavior

o Pre-corrections and specific feedback is provided in response to social and academic errors

o Instruction and materials match student ability w/high rates of success

o Instructional transitions within the class are smooth, orderly and routine

o Classroom structure and predictability is maximized

o Supplemental school support systems organized (e.g., problem solving model/CTARS, behavior team) to use data to identify and match students with building resources (e.g., specific social skill instruction, behavior plan/contract, check/connect mentor, 504 plan, IEP, etc.) to teach routines and skills to prevent behavior violations


School-Wide Non-classroom Classroom Individual

Responding to Behavioral Violations

• Clear Distinctions between office managed and classroom managed behaviors

• Emergency and Dangerous Situations

o A leveled plan exists that all staff members agree upon

o A flow chart is used to determine steps in accessing help for students and staff

o Options exist to allow instruction to continue when problem behaviors occur

o Staff receives on-going training in managing disruptive behavior

o Procedures & team are in place to address emergency and dangerous situations

o All adults responsible for active supervision of common areas and intervening when behavior violation occurs

o Procedures in place for evacuating students/staff from common areas during an emergency/crisis situation

o Routines and procedures for emergency/crisis situation posted in all common areas

o A leveled plan adapted to each classroom/area exists that that aligns with school-wide plan (e.g., behavior matrix)

o A flow chart is used to determine steps used to redirect and remind students of classroom expectations

o Students are taught about interventions and consequences for behavior violations

o Options exist to allow instruction to continue when problem behaviors occur

o Process for looking for function behavior serves individual student

o Individual Behavior Plan/Contract to address

o System for accessing district and/or community resources for students with very significant needs (e.g., ATOD, Mental Health Crisis, etc.

Data Based Decision Making

o Data on problem behavior patterns are collected, summarized and shared with staff at least 4x/ year

o School climate/behavior team reviews data at least 4 times a year and modifies action plan accordingly

o Team identifies groups of students needing more support

o Team regularly reviews LOCATION data from OCR/Discovery to determine any common area “hot spots” that require modifications

o Classrooms use behavior data to determine students needing more support

o Teachers have regular opportunities to access assistance and recommendations from team members, coaches and administration

o On-going System exists with data trigger points to identify students requiring additional assistance support

o OCR/ data and ODR (discipline referrals) for students with more than 1 referral out of class is collected and reviewed

Management o PBIS team meets at least monthly (administrator on team)

o + Behavior goal part of SIP written action plan (<1yr)


Positive Behavior Plan Details SAMPLE

Positive Expectations (attach matrix when completed)

3-5 Positively state rules for behavior

1. Be Safe

2. Be Responsible

3. Be On Time

4. Be Respectful

System for Teaching, Practicing and Reinforcing

Lesson plans for teaching fall, winter and spring (attach sample)

Each classroom teacher will create lesson plans, based on the matrix, for teaching, practicing and reinforcing positive expectations and reviewing on a regular basis.

All adults will teach expectations, in context, the first 2 weeks in September, first week in January and the week after spring break.

A school-wide assembly for teaching and celebrating the expectations will happen in late September and mid-February.


Rising Star Notes – every staff member gives out at least 4 Rising Star Notes each day to students meeting the expectations.

School-Wide Positive Acknowledgement – November, February, April and June. A special event will take place for all students having zero or one referral. Climate committee is responsible for arranging these events.

System for Delivery

Students turn in Rising Star Notes to buckets in the lunchroom with full name and classroom on ticket.

On Fridays, during lunch, 10 names will be drawn and announced over the loud speaker.

Students with names drawn will have a popcorn treat with their lunch.

One week before all school events, teachers will be given a homeroom list with names of students with more than one referral. These students will be given the opportunity to catch up on work or complete extra credit work during the event.


Positive Behavior Plan Details SAMPLE

Preventing Behavior Violations

Routines and Transitions

Effective Instructional Strategies to manage behavior

Active Supervision will be taught to all staff.

A plan for entering and exiting the building will be given to all staff.

A hands up will be used for an “all quiet” signal.

Staff will be given opportunities for professional development around effective management strategies.

System for Teaching Routines and Transitions and Effective Instructional Strategies

½ hour of 4 staff meetings will be dedicated to teaching strategies of effective behavioral management. Topics will include: active supervision, pre-corrections and specific feedback, instructional transitions and classroom structure.

All staff will learn the “all quiet signal” during workshop week and teach it to students during the first week of school.

Responding to Behavioral Violations

Distinctions between office managed and classroom managed behaviors (attach leveled behavior plan when complete); emergency and dangerous situations (lock down, tornado and fire emergencies).

Level One behaviors (see attached) are handled by classroom teachers. Buddy rooms are assigned to each teacher. Consequences for level one behaviors include reminders, redirection, reviewing expectations and phone calls home.

Level Two behaviors (see attached) may require assistance from Youth Counselors if behaviors continue after redirection and reminders. If a Youth Counselor is called for assistance, a referral form must be filled out completely and given to the Counselor before a student is removed from the classroom. Consequences for level two behaviors include parent contact, referral so school social worker, home visit, referral to administrator and detention to make up missed work.

Level Three behaviors (see attached) are those incidents that are of an emergency nature requiring immediate Youth Counselor or Administrative interventions. Consequences are to be determined by administration on a case-by-case basis.

System for Teaching

Procedures for teaching all staff and students.

All staff will be trained in leveled interventions during workshop week in August. Reserve teachers will be given a briefing, with a flow-chart of the process, when they sign in to our school.

All staff will thoroughly explain the procedures to all students in September, with review in January and April, along with reviewing expectations.

The school calendar and first newsletter will explain the process to parents and community members.


Positive Behavior Plan Details

SAMPLE

Data Based Decision Making

Who will enter behavior data, how often will it be reviewed and by whom and essential questions?

Our Youth Counselors will enter all referral data from the previous day during the first hour of the school day. All referrals will be entered within 1 working day.

Positive Behavior Team will review the data 5 times a year during monthly meetings. This team will review time of incidents, location of incidents, and average number of referrals per day and month, and types of incidents.

Essential Questions will include: Are there locations that need more coverage or support?

Are there days, months that stand out and what school-wide interventions could be put in place to prevent these trends in the future?

What trends do we see in types of incidents? Are there interventions we could put in place to prevent these problem behaviors from occurring?

Administration will review individual names of students with high referral rates (more than 1 per month) and work with social worker, psychologist and youth councilors to find viable interventions based on an FBA.

Administration will also review individual teacher referrals to determine if more support is needed for teams, grade levels or individual teachers. Administration will also look for staff that is not filling out referral forms when asking for assistance from youth counselors.

System for Collecting, Analyzing and Decision Making

In August, the positive behavior team will review last year’s data and determine interventions based on the data. This will be shared with the entire staff at the beginning of the school year, with recommendations to be considered.

Beginning the third week in October, the positive behavior team will review data and report to staff the findings and new interventions to be considered. The team will review the data every 6 weeks after this initial review.

The Administrative Team will review data every 6 weeks, beginning in mid October. This information will be shared with teams, grade levels, support staff and individual teachers quarterly, as determined by the Administrative Team.

Positive Behavior Management Representative team to review data, write action plans and share information with entire staff

An action plan for the year will be written in August. Currently, we have all our expectations in place, with a matrix and lesson plans for all teachers. The PBT will determine the actions that will be taken this year based on current data from the SET, EBS and behavior data. This will be attached to this form in September and updated on a regular (at least once a month) basis.

The SIP will include a behavior goal and the SIP will be reviewed quarterly along with all behavior data.

System for Sharing Decisions and Data with staff

See above for staff development and data.



Positive Expectations (attach matrix when completed) 3-5 Positively stated rules for behavior

System for Teaching, Practicing and Reinforcing Lesson plans for teaching fall, winter and spring


System for Delivery



Preventing Behavior Violations Routines and Transitions Effective Instructional Strategies to Manage Behavior

System for Teaching Routines and Transitions and Effective Instructional Strategies

Responding to Behavior Violations Distinctions between office managed and classroom managed behaviors (attach leveled behavior plan when complete) Emergency and dangerous situations (lock down, tornado and fire emergencies)

System for Teaching Procedures for teaching all staff and students


Positive Behavior Plan Details Data Based Decision Making Who will enter behavior data, how often will it be reviewed and by whom and essential questions.

System for Collecting, Analyzing and Decision Making

Positive Behavior Management Representative team to review data, write action plans and share information with entire staff.

System for Sharing Decisions and Data with Staff


Online Resources for Creating a Positive School-Wide Behavior Plan

• National Technical Assistance Center on Positive Behavioral Interventions and Supports (PBIS)

www.pbis.org

The link for PBIS, this site contains links to assessment tools (e.g., SET and EBS) as well as provides an overview of PBIS. The web site includes sample behavior matrices, interventions and links to other schools and districts using PBIS.

• Creating a Positive School Climate for Learning: A Tool Kit

http://sss.mpls.k12.mn.us/Positive_School_Climate_Tool_Kit.html

This resource is available on the Minneapolis Public Schools web site. The information in the toolkit was compiled from three years of research on what works best in schools. Created with and by MPS employees, the Tool Kit is part of the Safe Schools Healthy Students work.

• Positive School Climate and PBIS:

www.squidoo.com/pbis

This web site contains a collection of links related to Positive Behavior Interventions and Supports (PBIS). It includes links to sample behavior matrices, interventions and links to other schools and districts using PBIS.

• Office of Civil Rights (OCR):

http://ocr.mpls.k12.mn.us/

Select “Click Here to Get to OCR Login Page” (enter MPS email username and password.) This web site contains PBIS “Big 5” graphs; see next page for instructions for accessing information.


Steps to access PBIS "Big 5" Graphs on OCR website http://ocr.mpls.k12.mn.us/

1. Average Referrals per Student per Day:

• Principal level log on • Go to [Reports] • Select report box will appear; use drop down menu to

select:

"suspensions & behavior reports"

• Click "submit" tab below • "Suspension reports " will initially appear in the box • Use drop down button to select:

"discovery behavior referrals"

• Click "submit" tab below • Click on "Average Monthly Referrals Graph"

2. Referrals by Location:


select:

“suspensions & behavior reports"

• Click " submit" tab below • "Suspension reports" will then appear in the box • Click "submit" tab below • Click on "New! Click Here for Location Referral

Graph"

3. Referrals by Problem Behavior:


select:


• Click "submit" tab below • "Suspension reports" will initially appear in the box • Use drop down button to select:

"discovery behavior referrals"

• Click "submit" tab below • Click on "Reason For Referrals Graph"

4. Referrals by Time:


select:


• Click "submit" tab below • "Suspension reports" will initially appear in the box • Use drop down button to select "discovery behavior

referrals" • Click "submit" tab below again • Click on "Referrals By Time of Incident Graph"


5. Referrals by Student:

• Principal level log on • Go to [Reports] • Select report box will appear, use drop down menu to select:


• Click "submit" tab below • "Suspension reports " will initially appear in the box • Click drop down menu to "discovery behavior referrals" • Click "submit" tab below again • Choose "Number of Students with Behavior Referrals "

(This will list students with "office discipline referrals" ODR's in green. Note: this is a combination of suspensions and referrals for each student listed.)

keys to student success (4 of 7) school-wide positive behavior p11-26

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