Webinar Behavior Supports-You Can Make a Difference!

Download Webinar Behavior Supports-You Can Make a Difference!

Post on 25-Feb-2016

22 views

Category:

Documents

2 download

DESCRIPTION

Webinar Behavior Supports-You Can Make a Difference!. Region 6 Regional Host Institute San Joaquin County Of Education January 14 and 21, 2011 April 12 Webinar 3:30-4:30. We worked with our 5 county region to develop teams. We include rural, urban and suburban areas - PowerPoint PPT Presentation

TRANSCRIPT

  • WebinarBehavior Supports-You Can Make a Difference!Region 6 Regional Host InstituteSan Joaquin County Of EducationJanuary 14 and 21, 2011

    April 12 Webinar 3:30-4:30

  • We worked with our 5 county region to develop teamsWe include rural, urban and suburban areasWe met with county office administrators, SELPA administrators, principals and individual sites to encourage team development Each team was composed of -principal, general education teacher, special education teacher, parent at a minimum

  • What is School Wide Positive Behavior Support?

    These terms mean different things to different people.

    What do they mean to you?

  • School Wide Positive Behavior Support is.

    School Wide systems of support that include proactive strategies for defining, teaching and supporting appropriate student behaviors

  • What data did the teams already collect?

    Academic performance Office referrals Average daily attendance/absence rate Tardiness Suspension/Expulsion Referrals to Special Education Referrals to Alternative Education Vandalism/graffiti/illegal activities

  • We had the teams determine from their dataWhat Behaviors, at their Campuses, Concerned them Most

  • The challenge Why do this?

    Surgeon Generals ReportAntisocial Behavior is Increasing12 22% of Youth Under 18 Need Mental Health ServicesRisk FactorsAntisocial peer networksReinforced deviancy

  • We discussed what the long term outcomes are if intervention is not providedHigh School DropoutDelinquencySubstance AbuseMental Health ProblemsFamily ViolenceEmployment ProblemsRelationship ProblemsEarly Death

  • Examining problem behaviorsInsubordination, noncompliance, Insubordination, noncompliance, defiance, late to class, nonattendance, truancy, fighting, aggression, inappropriate language, social withdrawal, excessive crying, stealing, vandalism, property destruction, tobacco, drugs, alcohol, unresponsive, not following directions, inappropriate use of school materials, weapons, harassment 1, harassment 2, harassment 3, unprepared to learn, not following directions, parking lot violation, irresponsible, trespassing, disrespectful, banned items, failure to complete homework, disrupting teaching, uncooperative, violent behavior, disruptive, verbal abuse, physical abuse, dress code, other, etc., etc., etc..

    Exist in every schoolVary in intensityAre associated w/ variety of contributing variablesAre a concern in every community

  • What can happen in schoolsHigh Rates of Reactive ManagementSuspensions, expulsions, detentions, etc.DisproportionalityRace, Special education, GenderLow Academic AchievementLack of Behavioral CapacityNegative School Climate

  • When behavior doesnt improve, we Get Tougher!Zero Tolerance PoliciesIncreased SurveillanceIncreased Suspension & ExpulsionIn-service Training by ExpertAlternative Programming..Predictable Systems Response!

  • But.false sense of safety/security!Fosters Environments of ControlTriggers & Reinforces Antisocial Behavior Shifts accountability away from schoolDevalues child-adult relationship

  • Science of behavior has taught us that students.Are NOT born with bad behaviorsDo NOT learn when presented contingent aversive consequences..Do learn better ways of behaving by being taught directly & receiving positive feedback.

  • Enhanced PBS Implementation Logic

  • Primary Prevention:School-/Classroom-Wide Systems forAll Students,Staff, & SettingsSecondary Prevention:Specialized GroupSystems for Students with At-Risk BehaviorTertiary Prevention:Specialized IndividualizedSystems for Students with High-Risk BehaviorCONTINUUM OFSCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIORSUPPORT~15% ~5% ~80% of Students

  • Major components1.Identify a Number of Clearly Defined Behavioral Expectations for the Campus2.Treat Behavior like Academic Skills Directly Teach Students How you Expect Them to Behave3. Develop Lesson Plans for Teaching Behavioral Expectations4.Formulate a School Wide Reward & Acknowledgment System5. Develop an Action Plan for Approaching Discipline & Behavior for the Year6. How? A Team Guides the Process Thats You!

  • Your tasks for the next two daysComplete a Self Assessment & Set Priority GoalsIdentify a Number of Clearly Defined Behavioral Expectations for the CampusDevelop Lesson Plans for Teaching Those ExpectationsSchedule Times for Teachers to Teach Them

  • Team tasks continued Formulate the Foundation of a School Wide Reward & Acknowledgment SystemDevelop an Action Plan for Approaching Discipline & Behavior for the YearAgree on a Schedule for Your Team to Meet RegularlyDevelop a Plan for Assessing the Entire Faculty and Getting them On Board

  • Critical factors for successCommitted ChampionsOwnership by Multiple PartiesManagement SupportOn-going Technical Assistance & SupportInfrastructure DevelopmentBuild for Sustainability

  • What do we know about effective behavioral expectations?They create a culture of consistency.

    They include all students for teaching.

    They use positively stated expectations.

    They target all forms of behavior (safe, respectful, responsible)

    They are known by all students and adults (ask them).

  • Positive school behavioral expectationsExpectations are positively stated.

    Expectations are posted: in hallways, classrooms, in the school handbook, on agenda planners, etc.

    Expectations are taught directly to students with formal lessons.

  • Positive school behavioral expectationsExpectations are taught and reviewed at least 10-20 times per year.

    To maximize effectiveness, a system of positive reinforcement and recognitionat all times, by all adultsfor following the expectations is in place throughout the building.

  • Teach school-wide expectationsDevelop a Lesson plan for one Common Area including:demonstration & modeling,rehearsal and guided practice, corrective feedbackregular reviews

    Target specific times to teach the expectations. (How will all students get through the lesson?)

    Develop a recognition and reward system.

  • Teach expected behaviors just like other subjectsTarget specific times to teach the expectationsfirst few days of school, throughout the first couple of weeks of schoolIn Home roomCreate video

    Teach where problems are occurringRotate students through teaching stations (cafeteria, playground, hallway, bathrooms)Teach lesson in the common areas

  • School wide behavior supportsIf a behavior is important enough to require a rule/expectation, and correction in cases of error, then it is important enough to specifically acknowledge the positive expression of the behavior

  • Thank you for attending this webinarAppendix

    Building Effective Schools Together (BEST)darkwing.uoregon.edu/~ivdb/doc/programs links/best.htmCook,C & Browning-Wright,D (2009). RTI in Restrictive Settings: The Tiers Model for Students with Emotional/Behavioral Disorders. LRP Publications, Horsham, Pennsylvania.Institute on Violence and Destructive Behaviorwww.uoregon.edu/~ivdb/Mehas,K., Boling,K., Sobieniak,S., Sprague,J., Burke,M.D., & Hagan,S. (1968). Finding a safe haven in middle school: Discipline behavior intervention. The Council for Exceptional Children, 30(4), 20-23.

  • Appendix (continued)

    National Technical Assistance Center on Positive Behavioral Interventions and Supports. U.S. Department of Education, Office of Special Education Programs http://www.pbis.org/Positive Environments, Network of Trainers (PENT)www.pent.ca.govPositive School Climate and PBIShttp://www.squidoo.com/PBISSprague,J., Golly,A., Bernstein,L., Munrkes,A.M., & March,R.M.(1999). Effective school and classroom discipline: A training manual. Eugene, OR:University of Oregon, Institute on Violence and Destructive Behavior.

  • Appendix (continued)

    Sprick, R.S., Sparick,M.S., & Garrison, M. (1993). Foundations: Establishing positive discipline policies, Vol. I: The process, Vol. II: Sample policies, and Vol. III: The workbook [Video]. (Available from Teaching Strategies, 1991 Garden Avenue, Eugene, OR 97403)Taylor-Greene,S., Brown,D., Nelson,L., Longton,J., Gassman,T., Cohen,J., Swartz,J., Horner,R.H., Sugai,G., & Hall,S.(1997). School-wide behavioral support: Starting the year off right. Journal of Behavioral Education 7(1): 99-112.