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Positive Behavior Support. Universal Training Day Two. Delve & Dialogue. Review PBS components and practices Make a connection to your work. Outcomes. Increase understanding of PBS Establish School–Wide systems and practices to support staff and students - PowerPoint PPT Presentation
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Positive Behavior Support
Universal Training Day Two
Delve & Dialogue
• Review PBS components and practices
• Make a connection to your work.
Outcomes
• Increase understanding of PBS• Establish School–Wide systems and
practices to support staff and students • Determine PBS Team and each person’s
roles
Day One Agenda
• Inclusion Activity, Outcomes, Agenda, Working Agreements
• PBS Overview• Data Driven Decision Making• Expectations/Matrix• Teaching Behavior and Social Emotional
Learning
Day Two Agenda
• Inclusion Activity, Outcomes, Agenda, Working Agreements
• PBS Review• Team Composition• Acknowledgment Systems• T Chart• Roll Out
Working Agreements
~80% of Students
~15%
~5%
ESTABLISHING CONTINUUM of PBS
SECONDARY PREVENTION• Check in/out• Targeted social skills instruction• Peer-based supports• Social skills club•
TERTIARY PREVENTION• Function-based support• Wraparound• Person-centered planning• •
PRIMARY PREVENTION• Teach SW expectations• Proactive SW discipline• Positive reinforcement• Effective instruction• Parent engagement•
SECONDARY PREVENTION• • • • •
TERTIARY PREVENTION• • • • •
PRIMARY PREVENTION• • • • • •
All
Some
FewRTI
Continuum of Support for
ALL
Dec 7, 2007
Basic Recommendations for implementing PBS
• Never stop doing something that is already working.
• Always look for the smallest change that will produce the largest effect.
• Adapt to make it “fit” your school community, culture, context.
Team Composition• Administrator• Grade level representatives• Specials representative• Special education/ELL representative • Support staff representative• Others – IRTs, Title I, Learning
Coordinator, SEA, EA
Functions of PBS Universal Team• Put a ✔ by items already in place
• Put a circle around items left to complete
• Put a ? by that needs further explanation.
Roles of Team Members• Administrator• Coach: Internal, Co-coach• Data manager• Recorder – minutes/decisions/action plans• Time-keeper• Facilitator• Family/community liaison
PBS Universal Team Internal Coach Role
• Coordinate monthly Universal meetings• Attend monthly Coaches Meeting and Trainings• Liaison to External Coach• Coordinate PBS Assessment tools• Present to staff, PTO, School Groups• Point person for building PBS Teams• Creating/Developing PBS teaching tools/materials• Coordinate acknowledgment system• Manage Behavior Data
PBS Universal TeamData Manager
– Organize the data for the team (IC)• Assure that office referrals are being entered consistently
– Assist the team with interpretation
– Coordinate the monthly building staff presentations
– Coordinate with internal coach for end of year data summary forms
Team Member Assignment Activity
Acknowledgement plan
What is an acknowledgement? It is to Recognize.
“Why should we acknowledge students for something they should be doing
anyway?”
What “should” you be doing?
Acknowledgment?
Driving Speed limit – follow driving laws
No tickets/loss of pts.Reduce ins. rate
Work Attendance – on timeDo job
Get paycheck / benefits
Credit cards Pay on time Get points & rewards
Does acknowledgment shape our behavior?
Current Acknowledgement Practices
• Inappropriate Behavior- Sent to counselor- Principal’s office-After school with an adult -Stay in from recess-Call home-Parent meeting-Special incentives- In school suspension-1 positive to 4 neutral
• Appropriate Behavior– More challenging work– “Free time”– Ignored– Call Home_ Verbal praise
Reinforcement/ Acknowledgement can be ineffective if…
• Delivered with ambiguity
• Is not meaningful
• Creates psychological pressure
• Never fade ( generalize)
Why Do We Acknowledge?• Reinforce the teaching of new behaviors
• Strengthen positive behaviors that compete with problem behavior
•Prompt for adults to recognize behavior- 4:1
• Overall, we earn time back to teach and keep kids in the classroom where they can learn from us!
Every time any adult interacts with any student, it is an instructional moment! CELEBRATE
What will work for my school?
• Who – School wide, classroom, individual, staff
• What – data driven
• How –Verbal, token, tangible, symbolic, activity
4 Corners Activity
Types of acknowledgement • Praise
• Tokens
• Symbolic
• Tangible
TYPE WHAT WHEN WHERE WHOImmediate/High Frequency In the moment, predictable(e.g., Gotchas, Verbal praise Paws, High Fives)
KIDS:
ADULTS:
High frequency for a short time when first
teaching desired behavior or
re-teaching identified problem behavior
from data
ALL KIDS, ALL STAFF
Redemption of high frequency (e.g., school store, drawings, classroom extra recess)
KIDS:
ADULTS:
At least monthly ALL KIDS. ALL STAFF
Intermittent/Unpredictable (e.g., surprise homework completion treat, random use of gotchas in hallway)
KIDS:
ADULTS:
Maintaining a taught behavior (fading)
ALL KIDS, ALL STAFF
Long-term School-wide Celebrations (school-wide not individually based)FOR: Ex: ODR reduction, school-wide target met for certain setting/behavior areaACTIVITY: (e.g., ice cream social, dance, game day)
BOTH TOGETHER:
At least quarterly ALL KIDS, ALL STAFF
PBIS School-wide Acknowledgement Matrix (Student and Staff!)
TYPE/WHAT WHEN WHERE WHOImmediate/High Frequency
Intermittent/Unpredictable
Long-term School-wideCelebrations or Activities
PBS School-wide Acknowledgement Matrix (Students and Adults!)
Team Time
Develop student and staff school-wide acknowledgment system
Below the Line
Bottom Line
Below and Bottom Line
Life is a BEACH
Discouraging Inappropriate Behaviors
Below the Line: Fix-it Plans = Teacher responsibility
Bottom Line = Office Referred
School ExampleTeacher Managed Behavior
– Attendance/Tardy – Inform parents on effect on academic performance
– Profanity directed at student
– Gum chewing– Homework– No supplies– Tattling– Non-compliance– Name calling– Lying– Minor stealing– Cheating– Dress Code Violations– Minor Harassment
Office Managed Behavior– Attendance/Tardy– Vandalism– Substances– Defiance– Weapons– Profanity directed at Adults– Major disruptions– Fighting– Verbal/Physical intimidation– Major stealing– Cutting school– Wanderers– Gang Related Activity– Chronic Dress Code Violation– Harassment (including sexual)
T- CHART OF BEHAVIOR
Classroom ManagedBELOW THE LINE
Behaviors
Office-ManagedBOTTOM LINE
Behaviors
Work time
Roll Out
Rock Paper Scissors
Roll Out Activity
Complete PBS Action Plan
Closing Activity
-Rubber band: What has stretched you? How have you grown?
-Gum: How can we help this stick in your school?