positive school climate & positive behavior supports
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UC Summer Institute June 2011. Positive school climate & positive behavior supports. ACTIVITY. Write specific examples of the following: Commitment to partnerships with families and the community to improve students’ academic and behavior achievement - PowerPoint PPT PresentationTRANSCRIPT
UCSummer Institute
June2011
POSITIVESCHOOL
CLIMATE &POSITIVE
BEHAVIOR SUPPORTS
ACTIVITY
Write specific examples of the following:A. Commitment to partnerships with families and the
community to improve students’ academic and behavior achievement
B. Practices address the needs of all learners, including children with disabilities and children identified as gifted and talented
C. Learner supports are customized in ways to make content relevant and enable learning for language, culture, and other forms of student diversity
D. Systems are in place for positive behavior support practices across tiers 2
Commitment to partnerships with families and the community to improve students’ academic and behavior achievement
A.
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The Importance and Impactof Engaging Families
Increased sense of community
Better attendance and homework completion
Fewer placements in special education
More positive attitudes and behavior
Higher graduation rates Greater enrollment in
postsecondary education Higher expectations &
achievement4
Acknowledge & Respect
Cultural Differences“Effective cross-cultural communication includes the willingness to engage in discussions that explore differences openly & respectfully, interactions that dispel myths and open doors to understanding.”
Lynch & Hanson (1998)
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Ways to Encourage & SupportFamily Involvement
From The Comprehensive Evaluation for Family Engagement:Does your school say welcome?Is your school engaging for ALL families?
Is community outreach occurring?
Constantino, 20036
Examples include . . . . Collaborative decision making with
diverse families by:understanding how culture shapes values, beliefs, behaviors and communication
Cultural ReciprocityUse of Cultural Brokers/interpreters
Gathering information from families in ways that are respectful of the family’s cultural beliefs and values
Adapting to family communication stylesHelping families learn about programs,
organizations and systems with which they are interacting
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Practices address the needs of all learners, including children with disabilities and children identified as gifted and talented
B.
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Examples include . . . .
Explicit teaching (i.e. models skills and strategies, makes relationship overt)
Visual displays around the school reflect respect, equity, and diversity
Use of the students' native language and English for instruction
Cross-culturally competent/sensitive teaching (i.e. teachers familiar with beliefs, values, cultural practices, etc. that may impact behavior and academic success)
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Examples include . . . .
Build and use of vocabulary as a curricular anchor (e.g. teach difficult vocabulary prior to and during lesson, structure opportunities to speak English, etc.),
Diverse students' home culture and language incorporated in the school and lessons (e.g. multicultural curricular and social skills materials).
Using multimodal instruction (e.g. UDL, cooperative learning groups and peer-tutoring strategies, etc.). 10
Learner supports are customized in ways to make content relevant and enable learning for language, culture, and other forms of student diversity
C.
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Examples include . . . .
Use school-wide indicators and/or other direct assessment to determine which students need OR no longer need additional instructional support for academic skills or behavior AND which research-based, ethnically valid intervention will be used
Use of the students' native language and English for supplemental instruction;
Small group explicit instruction for specific content reinforcement.
Peer tutoring (e.g., Peer Assisted Learning Strategies) and/or afterschool/volunteer tutoring program
Use of technology for English learning (e.g. computer programs, augmented communication devices)
ESL Summer school program12
Systems are in place for positive behavior support practices across tiers
D.
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Student misbehavior can be changed. Environments can be created to change behavior. Changing environments requires change in adult behavior. Adult behavior must change in a consistent and systematic manner. Systems of support are necessary for both students and adults.
GUIDING PRINCIPLES OF SWPBS
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A framework for enhancing adoption & implementation of
A continuum of evidence-based interventions to achieve
Academically & behaviorally important outcomes for
All students!
SCHOOL-WIDE PBS IS…
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CORE COMPONENTS OF TIER 1: SCHOOL-
WIDE
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1. Clear Expectations2. Comprehensive Instruction3. Consistent Systems for Encouragement of
Expectable Behavior & Correction of Behavior Errors
4. Community Connections
5. Computer Data System to Inform Decisions
6. Collaborative Leadership
CORE COMPONENTS
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3-5 overarching behavioral expectationsAgreed uponDefined for all settings/locationsClearly communicatedOvertly taught in all settingsUnderstood by allPosted and distributed widelyConsistently demonstrated and
implemented by all adults
1. CLEAR EXPECTATIONS
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NON- Example Example
1. CLEAR EXPECTATIONS
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Through Specifically Designed Lesson Plans
Instruction Provided To All StudentsKick-off – when initiating SWPBS Tier 1
Annual - initial days of school yearBooster sessions – as indicated by data
Instruction Provided in the Actual Settings
Keep School-wide Expectations Visible
2. COMPREHENSIVE INSTRUCTION
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TEACHING BEHAVIORS NON-EXAMPLE
No elbowing others
No kickingNo hittingNo pinchingNo shovingNo grabbingEtc. . .
2+2 is not 12+2 is not 22+2 is not 32+2 is not 52+2 is not 62+2 is not 7Etc. . .
Playground Behavior: Be Respectful…
Academic Skill:Addition
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Hands and feet to self
Use kind words
2+2 = 4
Playground Behavior:
Be Respectful…
Academic Skill: Addition
Teaching Behaviors Example
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NON- Example Example
2. COMPREHENSIVE INSTRUCTION
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Targeted for each and every studentAcknowledge immediately after expectable behavior occurs
Name the behavior and expectation observed
Give positive/verbal/social/token reinforcement: pair with natural/logical
Designed with input from stakeholder groups that reflect the diversity of the school community.
Ratio of positive to corrective feedback 5:1
3A. CONSISTENT ACKNOWLEDGMENT SYSTEM
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IS…the presentation of something pleasant or rewarding immediately following a behavior. It makes that behavior more likely to occur in the future, and is one of the most powerful tools for shaping or changing behavior.
IS NOT
POSITIVE REINFORCEMENT…
BRIBERYINCENTIVE
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NON- Example Example
3A. CONSISTENT ACKNOWLEDGMENT SYSTEM
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Include which problem behaviors will be class-managed and which will be office-managed
Timely corrective response to problem behavior
Link correction and re-teaching to:School-wide expectationsSystem for teaching expectationsAcknowledgment systemThe function of the misbehavior
3B. CONSISTENT CORRECTION SYSTEM
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Establishing relationships with studentsLearning about each studentSeeking input from parent/families in
determining school-wide components and in Tier 3 intervention planning
Involving student/family stakeholders on school leadership team
Routinely examining disaggregated data to ensure cultural considerations/responsiveness in collaborative action planning
4. COMMUNITY CONNECTIONS
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Critical System Components
Efficient data entry and report generation
Graphing capability:Per day per monthLocationTime of DayProblem behaviorStudentEthnicity
Essential Considerations
1. ODR Form includes: date, clock time, location & possible function
2. Coherent ODR Procedure
3. Data Entry Time Allocated
5. COMPUTER DATA SYSTEM
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School Administrator is an active collaborative participant on the school leadership team:Beyond support, cooperation and communication
Managing resources for effective, sustainable implementation
Team members share roles, responsibilities…and celebrations
6. COLLABORATIVE LEADERSHIP
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TIER 2:TARGETED PBS
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Similar components to academics:Collaborative team that meets regularly
Decision rules for entering & exitingIntervention “automatic” and components linked to school-wide system
Data for decision-making
TARGETED TIER 2 PBS COMPONENTS
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TIER 3:INTENSIVE PBS
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Team formation includes parent/caregiver and those who best know the student
Team meets to develop plan within 2 weeks of student meeting Tier 3 criteria
Decision rules for entering & exitingIntervention components:
Reflect cultural considerations Informed by functional assessment data Include elements of effective instruction Link to School-wide Tier 1 supportsExtend or expand Tier 2 supports
Data for decision-making
INTENSIVE TIER 3 PBS COMPONENTS
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QuotesfromImplementers:
WITHOUT A STRONG TIER 1, YOU’LL JUST DRIVE
YOURSELF CRAZY!
I GET IT. YOU CAN’T FIX THE FISH UNTIL YOU CLEAN
THE WATER!
WE USED TO TALK ABOUT BEHAVIOR ALL THE TIME.
NOW WE CAN TALK ABOUT SCIENCE!
INITIAL SWPBS IMPLEMENTATION STEPS
Form a representative building planning team, including an administrator, that meets regularly to determine action steps with problem definition, problem analysis and a goal statement based on data collected and reviewed.
The building planning team integrates PBS action plan steps with other building initiatives/goals.
Plan for ongoing staff development and stakeholder two-way communication.
Develop and define school-wide expectations with involvement of all stakeholders: students, families, cafeteria personnel, bus drivers…
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INITIAL STEPS…CONTINUED Determine settings and develop rules that
match expectations for each setting. Develop setting lesson plans. Develop proactive systems of
encouragement and correction and materials for implementation.
Develop procedures for office discipline referrals and forms.
Develop schedule of school-wide instruction.Develop setting specific posters of
expectations.Team regularly examines disaggregated data
to inform action planning.37
Q&ABEFOREASSESSINGTEAMIMPLEMENTATION
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HAPPY MTSS IMPLEMENTATION!
MARIE KOBAYASHI
KAREN STINE
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