Transcript
SWPBSWorkbook1
School‐widePositiveBehaviorSupport
GettingStartedWorkbook1
CenteronPositiveBehavioralInterventionsandSupports
UniversityofOregon&Connecticut
Ver.October22,2008
1ThisdocumentissupportedinpartbytheOSEPCenteronPositiveBehavioralInterventionsandSupports(http://pbis.org).TheCenterissupportedbyagrantfromtheOfficeofSpecialEducationPrograms,USDepartmentofEducation(H326S98003).OpinionsexpressedhereinarethoseoftheauthorsanddonotnecessarilyreflectthepositionoftheUSDepartmentofEducation,andsuchendorsementsshouldnotbeinferred.
SWPBSWorkbook2
School‐WidePositiveBehaviorSupport
OSEPCenteronPositiveBehavioralInterventionsandSupports2
UniversityofOregon&Connecticut
www.pbis.org
TheOSEPCenteronPositiveBehavioralInterventionsandSupportsisgratefultothestudents,educators,administrators,families,supportproviders,researchers,andteachertrainerswhohaveworkedtirelesslytoimproveeducationaloutcomesforallstudentsandwhohavecontributedtoourunderstandingofthecriticalpracticesandsystemsofpositivebehaviorsupport.
Thesetrainingmaterialshavebeendevelopedtoassistschoolsintheireffortstoimproveschoolclimateandschool‐widepositivebehaviorsupportforallstudents.Photocopying,use,and/orsaleofthesematerialsareforbiddenwithoutexpressedwrittenpermissionbytheOSEPCenteronPositiveBehavioralInterventionsandSupports.Toobtainapersonalcopyofthesematerials,contacttheCenteratwww.pbis.org.
2TheCenterissupportedbyagrantfromtheOfficeofSpecialEducationPrograms,USDepartmentofEducation(H326S980003).OpinionsexpressedhereinarethoseoftheauthorsanddonotnecessarilyreflectthepositionoftheUSDepartmentofEducation,andsuchendorsementsshouldnotbeinferred.
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HowShouldIUsethisWorkbook?
WhatisthePurposeofthisWorkbook?
ToprovideimplementersofaSchool‐widePositiveBehaviorSupport(SWPBS)approachwithuser‐friendlysupplementtoformativetrainingandimplementation.
WhoShouldUsethisWorkbook?
• Trainers,Coaches,Facilitators–tosupporttheireffortstoimplementSWPBSattheschoollevel
• CoordinatorsandAdministrators–toprovideanoverviewofthecontentandprocessofSWPBStoothers
• SchoolandDistrictImplementationLeadershipTeams–tosupportandguidetheirdevelopment,implementation,andmonitoringofSWPBSimplementation
HowisthisWorkbookOrganized?
Eachchaptergenerallyhasthefollowingorganizationalfeatures:
• Organizingintroduction(green)thatprovidesrationale,definitions,“bigideas,”etc.
• Implementationguidelines(blue)thatareusedtosupporttraining,self‐assessment,andactionplanning.
• Genericactivityworksheets(yellow)thatguidecontextualizedimplementationandproductdevelopment.
• Genericactionplanning(red)thatstructurescommitmentstofollow‐upactivitiesandtasks.
TheTableofContentsservesasasummaryandroadmaptotheorganizationofthecontentandprocessofSWPBS.Generally,thechaptersequenceapproximatesthetypicalorderinwhichSWPBStrainers,coordinators,andcoachesguideSchoolLeadershipTeamsthroughthepracticesandprocessesofSWPBS.
Appendicesinclude(a)toolsandinstruments,(b)supportingstand‐aloneinformationandactivities,and(c)materialsreferencedinworkbooksections.
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TableofContents
Page Chapter
5 AppendicesDescription
7 1–OverviewofSchool‐WidePositiveBehaviorSupport
• WhatisSWPBS?• Whynot“gettough”withproblembehavior?• WhatprinciplesguideimplementeruseofSWPBS?• WhatoperationalelementsdefineSWPBS?• Whatevidence‐basedbehavioralinterventionsareincludedin
SWPBS?• Whatistheschool‐widecontinuumofbehaviorsupport?
o Responsiveness‐to‐interventiono Practicesandsystemsbypreventiontiero DevelopingaSWcontinuumofPBS
• WhatistheSWPBSteam‐basedimplementationprocess?o Basicactionplanning
40 2–GettingStartedwithSchool‐WidePositiveBehaviorSupport
• Primarypreventiontier• Step1–Establishteammembership
Conductingleadershipteammeetingsworksheet• Step2–Developbriefstatementofbehaviorpurpose• Step3–Identifypositiveschool‐widebehaviorexpectations• Step4–Developproceduresforteachingschool‐wide
expectations• Step5–Developproceduresforteachingclassroom‐wide
behaviorexpectations• Step6–Developcontinuumofproceduresforencouragingand
strengtheningstudentuseofschool‐widebehaviorexpectations• Step7–Developcontinuumofproceduresfordiscouraging
studentbehaviorviolationsofschool‐widebehaviorexpectations
• Step8–Developdata‐basedproceduresformonitoringimplementationofSWPBS(primarytier)
74 3–SWPBSPracticesandSystemsinNon‐ClassroomSettings
83 4–ClassroomManagementPracticesandSystems
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Appendices
Appendix Description
A School‐WidePBSImplementationExample
Anexampleofoneschool’simplementationofSWPBSisprovided:leadershipteam,behaviorpurposestatement,school‐wideandclassroom‐widebehavioralexpectations,teachingmatrices,encouragementprocedures,behaviorexpectationviolationprocedures,andprogressmonitoringanddatasystems
B Committee/Group/TeamSelf‐AssessmentandActionPlanning
Thisstandaloneactivitygivesleadershipteamsastructureforidentifyingwhatbehavioralinitiatives,programs,andinterventionsareinplace,andevaluatinghowSWPBSfitswiththeseefforts.Thespecificgoalistodevelopaneffective,efficient,andrelevantcontinuumofpositivebehaviorsupportpracticesandprocessesforallstudents
C EffectiveBehaviorSupportSelf‐AssessmentSurvey
Thisself‐assessmentisusedbyleadershipteamstodeterminestaffperceptionsaboutthestatusofthesocialandbehavioralclimateoftheschool.Perceptionsaboutsupportsforschool‐wide,classroom,nonclassroom,andindividualstudentsareassessed.Allschoolstaffareusuallyincluded.
D TeamImplementationChecklist(TIC)
Leadershipteamsandcoachesusethisself‐assessmenttomonitortheirinitialandon‐goingSWPBSimplementation.Assuch,leadershipteamsself‐managetheirimplementationefforts.
E SWPBSTeamMonthlyPlanningGuide
Thisorganizationaltoolisusedbyleadershipteams,coaches,coordinatorsteamstosupplementtheirreviewandactionplanningefforts,especiallyatthebeginningandendoftheschoolyear.EmphasisisonfirstyearimplementationofprimaryinterventiontierofSWPBS. ThepurposeofthisguideistogiveSWPBSleadershipteamsasupplementalorganizationaltoolforreviewingandplanningtheirimplementationactivities.Aself‐assessmentisprovidedtoguideteamsintheiractionplanning
F DetentionandSuspension:FrequentlyAskedQuestions
ThisFAQhasbeendevelopedtoprovideageneralsummaryoftheimplementationconsiderationsandfeaturesofdetentionandsuspensionconsequences.Aquestion/answerformatisused.
G FunctionalAssessmentandBehaviorSupportPlan
Twoself‐assessmentchecklistsareprovidedtoenablereviewofthecomponentsandprocessesofcompletinga
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Checklists functionalbehavioralassessmentanddevelopingabehavioralinterventionplan.
H FunctionalAssessmentChecklistsforTeachersandStaff
TheFACTSisaninstrumentusedtoguidethecompletionofafunctionalbehavioralassessmentandfacilitatethedevelopmentofabehaviorinterventionplan.
I EmergencyPreventionandResponse
Thisprimerprovidesgeneralguidelinesandconsiderationsforbeingprepared,preventing,andrespondingtocrisesandemergencysituations.
J TeachingSocialSkills Abasicandgenerallessonplanandexamplesforteachingsocialbehaviorareprovided.
K SWPBSandRtI Abriefoverviewofthesimilaranddifferentfeaturesofschool‐widepositivebehaviorsupportandresponsivenesstointervention.
L SelectedReferences Thesereferencesprovideadditionalandsupportinginformationforthecontentsofthisworkbook.
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CHAPTER1
OverviewofSchool‐WidePositiveBehaviorSupports
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SWPBSMessage:Successfulindividualstudentbehaviorsupportislinkedtohostenvironmentsorschoolclimatesthatareeffective,efficient,relevant,
&durableforallstudents
(Zins&Ponti,1990)
WhatisSWPBS?
School‐WidePositiveBehaviorSupports(SWPBS)providesanorganizationalapproachorframeworkforimprovingthesocialbehaviorclimateoftheschoolsandsupportingorenhancingtheimpactofacademicinstructiononachievementandincreasingproactive(positive/preventive)management.
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SWPBSiscomprisedofevidence‐basedbehavioralinterventionsandpracticesthatcanbeimplementedbyrealuserstoeffectivelyaddressandsupportthesociallyandeducationallyimportantbehavioralneedsofstudentsandtheirfamilies.
SWPBShasitsconceptualfoundationsin
• BehavioralTheory‐Behaviorislearned,lawful,andmanipulable
• AppliedBehaviorAnalysis‐Behavioraltheoryisappliedtosociallyimportantobservablebehaviorsinthecontextoftheappliedsettingsinwhichtheyareobserved
• PositiveBehaviorSupport–Behavioralsupportsareconsideredinthelargercontextofimprovementofqualityoflife
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Why“NotGetTough”withProblemBehavior?
Whenstudentsdisplayproblembehaviorthatisunresponsivetoourtypicalconsequencesorinterventions,weoftengetsternor“tough”toseeifthestudent’sbehaviorwilleventuallyimprove.Formanystudentsthislevelofconsequenceworksbecausethestudenthasstrongalternativewaysofrespondingthataccesssuccesswithouthavingtousetheproblembehavior.
Theproblembehaviorofsomestudentscontinuestobeunresponsive,andweget“tougher”togetthestudent’sattention,makeaclearstatementorpointaboutthebehavior,andminimizethelikelihoodoffutureoccurrences.Afewstudentsrespondtothislevelofconsequencebuttheimprovementisoftennotlonglasting.
So,theproblembehaviorofafewstudentscontinuestobeobserved,andweresorttofurtherintensifyingtheaversivenessofourresponsestoforceahalttotheproblembehavior.
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Seebelowforexampleof“GetTough”Sequence
“GETTOUGH” BEHAVIORRESPONSE
Initialproblembehavior
Giveninitial“aversive”consequence,e.g.,
• Say“no.”• Remove“privilege• Sendto“thinkseat”
Behaviorofmanystudentsimprove;however,forsometheirproblembehaviorcontinues
Furtheroccurrencesof
problembehavior
Giveadditionalandmore“aversive”consequence,e.g.,
• Scream“NO!”louder• Movecloserandpoint
finger• Completeofficediscipline
referral• Threatenandestablish
bottomline• Sendtoin‐schooldetention
Behaviorofafewmorestudentsimprove;however,forafewindividualstudents,theirbehaviorcontinues
Continuedoccurrencesand
increasingintensityofproblembehavior
Increaseintensity,frequency,anddurationof“aversive”consequences,e.g.,
• Establishandenforcezerotolerancepolicies
• Increasemonitoringandsecurity
• Physicallyassistorintervene
• Giveoutofschoolsuspension
Behaviorescalatesinintensity,frequency,anddurationtolevelsthatseverelyinterferewithteachingandlearning
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Whydowegettougherwhenstudent’sbehaviordoesnotimprove?Becausewe…
1. Assumethestudentisinherentlybad,andstubbornbehaviorsrequiremuchmoreintensiveconsequences.
2. Assumethestudentmust“learn”totakeresponsibilityfortheirownbehavior,andprovethattheydeservetobepartoftheclassroomorgroup.
3. Assumeaversiveconsequences“teach”thestudenttobehavebetter.
4. Thebehaviorofsomestudentsdoesimprove….albeitshort‐lived;so,wegettemporaryrelief.
5. Learn“tougher”consequencesremovethestudentwithirritatingbehaviorwhichbringsreliefintheimmediateenvironment,andthestudent’sbehaviorwillbebetter“tomorrow.”
6. Experienceaninitialimprovementinproblembehavior,whenthestudentresponds.
So,what’swrongwithagettoughapproach?Theresearchisclearthatiftheonlythingwedoisgettoughandtougherwhenstudentsdisplayproblembehavior,
1. Environmentsofcontrolarefostered
2. Antisocialbehavioristriggeredandreinforced
3. Sharedaccountabilityisshiftedawayfromschoolandtothestudent,family,and/orcommunity
4. Child/youth‐adultrelationshipsaredevaluedandputatrisk
5. Linkbetweenacademicachievementandsocialbehaviorprogrammingisweakened
So,whatshouldwedo?Thescienceonhumanbehaviorhastaughtusthatstudents….
1. Arenotbornwithbad(orgood)behavior
2. Donotlearnthroughthesoleuseof“aversive”consequences
3. Learnbetterwaysofbehavingbybeingtaughtsocialskillsdirectlyandreceivingpositivefeedbackaboutwhattheyaredoingcorrectlyorappropriately.
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Inaddition,resultsfromresearchonthepreventionofyouthviolenceconsistentlyindicatesthatpreventingthedevelopmentandoccurrenceofviolentandbehaviorisassociatedwiththefollowing:
YouthViolencePrevention SampleSources
• Positive,predictableschool‐wideclimate
• Highratesofacademic&socialsuccess
• Formalsocialskillsinstruction
• Positiveactivesupervision&reinforcement
• Positiveadultrolemodels
• Multi‐component,multi‐yearschool‐family‐communityeffort
• SurgeonGeneral’sReportonYouthViolence(2001)
• CoordinatedSocialEmotional&Learning(Greenbergetal.,2003)
• CenterforStudy&PreventionofViolence(2006)
• WhiteHouseConferenceonSchoolViolence(2006)
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WhatPrinciplesGuideImplementerUseofSWPBS?
ImplementersofSWPBSusethefollowingprinciplestoguidetheirdecisionsandactions:
1. Usedatatoguidedecisionmaking
2. Establishschooldisciplineasinstrumentforacademicandbehaviorsuccess
3. Makedecisionsthatarelinkedtoimportantandmeasurableoutcomes
4. Utilizeresearch‐validatedpractices,interventions,andstrategies
5. Emphasizeaninstructionalapproachtobehaviormanagement
6. Emphasizeprevention
7. Integrateinitiatives,programs,interventionsthathavecommonoutcomes
8. Adaptproducts,activities,actions,etc.toalignwithculturalandcontextualcharacteristicsoflocalenvironment(e.g.,family,neighborhood,community)
9. Buildandsustainacontinuumofbehaviorsupport
10. Considerandimplementschool‐widepracticesandsystemsforallstudents,allstaff,andallsettings
11. Evaluatecontinuously
12. Coordinateeffortswithaschool‐wideleadershipteam
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WhatOperationalElementsDefineSWPBS?
Effective,efficient,andrelevantschool‐widedisciplineisbasedonabalanceoffourkeyandinteractiveelements:
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DATA:Whatdowecurrentlyseeandknow?
Data‐baseddecisionmakingguidesselectionandmodificationofcurriculaandpractices,evaluationofprogress,andenhancementofsystems.
OUTCOMES:Whatdowewanttosee?
Clearlyspecifiedoutcomesarerelatedtoacademicachievementandsocialcompetence
PRACTICES:Whatpracticecouldeffectively,efficiently,andrelevantlyachievewhatwewanttosee?
Evidenced‐basedpracticeshaveahighprobabilityofoutcomeachievementforstudents.
SYSTEMS:Whatneedstobeinplacetosupport(a)practiceadoptionthatisinformedand(b)fullimplementationthatiscontextualized,accurate,and
sustainable?
Systemssupportadultadoption,highfidelityimplementation,andsustaineduseofeffectivepractices.
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WhatEvidence‐basedBehavioralInterventionsareIncludedinSWPBS?
SWPBSemphasizesselectionandimplementationofthemostappropriate,effective,efficient,andrelevantpracticesandinterventionsthatmatchtheneeds,resources,andcompetenceofusers.ThesepracticesandinterventionsareorganizedinfiveSWPBSsubsystems:
SUBSYSTEMS PRACTICES,PROCESSES,ANDSYSTESFOR……
School‐wide Allstudentsandstaffmembers,acrossallsettings
Classroom Settingsinwhichdeliveryofinstructionisemphasized
NonclassroomSettingsandcontextsinwhichtheemphasisisonsupervisionandmonitoring,notinstruction(e.g.,sportingevents,assemblies,lunchrooms,hallways,buses,fieldtrips,etc.).
StudentIndividualstudentswhosebehaviorsarenotresponsivetoschool‐wideorprimarytierprevention(secondary/tertiarytiers)
FamilyEngagingandsupportingfamilyparticipationintheactivitiesandaccesstoresourcesoftheschool.
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BehavioralInterventionsandPractices
Scho
ol‐W
ide
1. Commonpurpose&approachtodiscipline
2. Clearsetofpositiveexpectations&behaviors
3. Proceduresforteachingexpectedbehavior
4. Continuumofproceduresforencouragingexpectedbehavior
5. Continuumofproceduresfordiscouraginginappropriatebehavior
6. Proceduresforon‐goingmonitoring&evaluation
Classroo
m‐W
ide
1. Allschool‐wideabove.
2. Maximiumstructure&predictability(e.g.,routines,environment)
3. Positivelystatedexpectationsposted,taught,reviewed,prompted,&supervised
4. Maximumengagementthroughhighratesofopportunitiestorespond,deliveryofevidence‐basedinstructionalcurriculum&practices
5. Continuumofstrategiestoacknowledgedisplaysofappropriatebehavior,includingcontingent&specificpraise,groupcontingencies,behaviorcontracts,tokeneconomies
6. Continuumofstrategiesforrespondingtoinappropriatebehavior,includingspecific,contingent,briefcorrectionsforacademicandsocialbehaviorerrors,differentialreinforcementofotherbehavior,plannedignoring,responsecost,andtimeout.
Non
‐Classroom
Settings
1. Positiveexpectations&routinestaught&encouraged/acknowledged
2. Activesupervisionbyallstaff,emphasizingscanning,moving,&interacting
3. Precorrections,prompts,&reminders
4. Positivereinforcement
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Individu
alStude
nt 1. Behavioralcompetenceatschool&districtlevels
2. Function‐basedbehaviorsupportplanning
3. Team‐&data‐baseddecisionmaking
4. Comprehensiveperson‐centeredplanning&wraparoundprocesses
5. Targetedsocialskills&self‐managementinstruction
6. Individualizedinstructional&curricularaccommodations
Family
Engagemen
t
1. Continuumofpositivebehaviorsupportforallfamilies
2. Frequent,regular,&positivecontacts,communications,&acknowledgements
3. Formal&activeparticipation&involvementasequalpartners
4. Accesstosystemofintegratedschool&communityresources
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WhatisthePBSSchool‐wideContinuumofBehaviorSupport?3
Arelativelysmallproportionofstudents(1‐15%)havelearninghistoriesthatcausegeneralschool‐wideinterventionstobeineffective(i.e.,notresponsive),andthesestudentsrequireadditionalspecializedandindividualizedinterventions.Thus,school‐widedisciplinesystemsshouldnotbeabandonedbecausethebehaviorsofthesestudentsareunresponsive.Instead,schoolsshouldthinkofschool‐widedisciplinesystemsasbeingimportantfoundationsfor(a)supportingthemajorityofstudents,(b)preventingthedevelopmentofchronicproblembehaviorforstudentswithhighriskbackgroundsandlearninghistories,and(c)identifying(screening)andprovidingmorespecializedandindividualizedbehaviorsupportsforstudentswithhighintensity,difficult‐to‐changeproblembehaviors.
3Alsoreferredtoas“RtI”orResponsiveness‐to‐Intervention
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Thethreetieredpreventionlogicorganizespracticesandsystemsalongacontinuumofincreasingintensityand/orcomplexity.Studentbehaviorresponsivenesstointerventionisusedtomatchinterventionintensity.Althoughthecontinuumisdynamicandblended,thethreetiersaregenerallydescribedasfollows:
PreventionTier
DescriptionGeneralResponse
Criteria
Primary(Universal)
Practicesandsystemsforallstudentsandstaffimplementedacrossallsettings.
Behaviorsof70‐90%ofstudents
Secondary(Targeted)
Moreintensiveandspecializedpracticesandsystemsforstudentswhosebehaviorshavebeendocumentedasnotresponsiveattheprimarytier,andgenerallyprovidedinacommonorstandardizedmannerinsmallstudentgroupings.
Behaviorsof10‐30%ofstudents
Tertiary(Intensive)
Mostintensiveandspecializedpracticesandsystemsforstudentswhosebehaviorshavebeendocumentedasnotresponsiveattheprimaryorsecondarytiers,andgenerallyarehighlyindividualizedtothespecificneedsandstrengthsofanindividualstudent.
Behaviorsof1‐10%ofstudents
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Thefollowingfigureillustratesthisimportantconcept:
Thefollowingfigureillustratesthean“applied”continuumofsupportinwhichsequencingandintegrationofpracticesandsupportsvariesbysetting(e.g.,elementaryv.middlev.highschool;alternativeprogramming;ruralv.urban)andindividualstudentstrengthsandneeds:
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HowdoesSWPBSRelatetoResponsivenesstoIntervention?
“Responsiveness‐to‐Intervention”(RtI)hasbeendescribedasanapproachforestablishingandredesigningteachingandlearningenvironmentssothattheyareeffective,efficient,relevant,anddurableforallstudents,families,andeducators.Specifically,RTIisshapedbysixdefiningcharacteristics4:
4Brown‐Chidsey&Steege,2005;Christ,Burns,&Ysseldyke,2005;Fuchs&Deschler,2007;Fuchs&Fuchs,2007;Fuchs,Mock,Morgan,&Young,2003;Gresham,2005;Greshametal.,2005;Kame’enui,2007;NationalAssociationofStateDirectorsofSpecialEducation,2006;Severson,Walker,Hope‐Doolittle,Kratochwill,&Gresham,2007;Sugai,2007
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RtIFeature Description
1. Universalscreening
Learnerperformanceandprogressshouldbereviewedonaregularbasisandinasystematicmannertoidentifystudentswhoare(a)makingadequateprogress,(b)atsomeriskoffailureifnotprovidedextraassistance,or(c)athighriskoffailureifnotprovidedspecializedsupports.
2. Data‐baseddecisionmakingandproblemsolving
Informationthatdirectlyreflectsstudentlearningbasedonmeasurableandrelevantlearningcriteriaandoutcomesshouldbeusedtoguidedecisionsregardinginstructionaleffectiveness,studentresponsiveness,andinterventionadaptationsandmodifications
3. Continuousprogressmonitoring
Studentprogressshouldbeassessedonafrequentandregularbasistoidentifyadequateorinadequategrowthtrendsandsupporttimelyinstructionaldecisions.
4. Studentperformance
Priorityshouldbegiventousingactualstudentperformanceontheinstructionalcurriculumtoguidedecisionsregardingteachingeffectivenessandlearningprogress
5. Continuumofevidence‐basedinterventions
Anintegratedandsequencedcurriculumshouldbeavailablesuchthata(a)corecurriculumisprovidedforallstudents,(b)modificationofthiscoreisarrangedforstudentswhoareidentifiedasnonresponsive,and(c)specializedandintensivecurriculumisdevelopedforstudentswhoseperformanceisdeemednonresponsivetothemodifiedcore.Elementsofthiscontinuummusthaveempiricalevidencetosupportefficacy(interventionislinkedtooutcome),effectiveness(intervention
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outcomesareachievableandreplicableinappliedsettings),relevant(interventioncanbeimplementedbynaturalimplementersandwithhighfidelity),anddurable(interventionimplementationissustainableandstudentoutcomesaredurable).
6. Implementationfidelity
Team‐basedstructuresandproceduresareinplacetoensureandcoordinateappropriateadoptionandaccurateandsustainedimplementationofthefullcontinuumofinterventionpractices.
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PracticesandSystemsbyPreventionTierandSWPBSWorkingElements
PreventionTier
Primary Secondary Tertiary
Data
• Officedisciplinereferrals(ODR)
• EBSSelf‐Assessment
• SET• Benchmarksof
Quality• SchoolSafety
Survey• Academic
performance• Curriculumbased
measurement
• Officedisciplinaryreferrals
• Pointsearnedtokeneconomy
• Academiccompetence
• Curriculumbasedmeasurement
• FACTS
• FACTS• FBA• Academic
competence• Curriculumbased
measurement
SWPB
SWorking
Elemen
ts
Outcomes • ~80%ofstudents
with0‐1majorODR• ~1/500
students/day
• ~15%ofstudentswith2‐5majorODR
• Individualizedacademicandbehaviorobjectives
• ~5%ofstudentswith>6majorODR
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Practices
• Teachandencouragesmallnumberofschool‐widebehavioralexpectationsandbehaviors
• Continuumofconsequencesforviolationsofbehaviorexpectations
• Activesupervision• Effectiveclassroom
management
• Universalscreening• Groupsocialskills
instruction• Dailyperformance
feedback• Self‐management
instruction• Atleasthourly
positivereinforcement
• Familyengagement
• Function‐basedIndividualizedbehaviorsupportplan
• Targetedsocialskillsinstruction
• Academicaccommodationsandsupports
• Familyparticipation
System
s
• SWleadershipteam• Formativedata‐
andteam‐baseddecisionmakingandactionplanning
• Highpriority• Active
administratorinvolvement
• Behavioralcompetence
• Weeklyprogramreview
• Teambasedcoordinationanddecisionmaking
• Directlinktoschool‐wideprimarytierpreventionsystem
• Specializedbehavioralcompetence
• Team‐basedcoordinationanddecisionmaking
• Dailyprogramreview
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DevelopingaSchool‐wideContinuumofPositiveBehaviorSupport
ThedevelopmentofaSWcontinuumofrequiresacarefulconsiderationoflocalcontext(featuresanddata),desiredoutcomes(data,priorityneeds,etc.),evidence‐basedpractices,andsystemscapacitiesandsupports.
Toenhanceefficiencyandrelevance,thefollowingstepsforselectingpracticeswithinaschool‐widecontinuumofpositivebehaviorsupportsshouldbeconsidered:
StepsforSelectingPracticeswithinaSchool‐WideContinuumofPositiveBehaviorSupport
Step1:Identifywhatpractices(e.g.,interventions,programs,strategies)areavailableateachpreventiontier.(SeePracticesEvaluationChart)
Step2:Evaluateeachpracticeagainstthefollowingevaluationcriteria• Evidence‐based–Doesexperimentalresearchevidenceexisttosupportthe
selectionanduseofapracticetoachievedesiredoutcome?• OutcomeData–Arerelevantdatacollectedtomeasureeffectiveness?• Non‐ResponderDecisionRule–Aredata‐basedrulesavailableandusedto
modifyinterventionforstudentswhodonotrespondtopractice?• ImplementationFidelity–Aredatacollectedtoassessandimproveaccuracyof
practiceimplementation?• Effectiveness–Havedatademonstratedthatpracticeiseffectiveinachieving
desiredoutcomes?
Step3:Basedontheaboveresults,decidewhetherto(a)eliminateordiscontinue,(b)integratewithotherpractices,(c)modifyandcontinueorintegrate,or(d)sustainasis.
Step4:Basedontheaboveresults,donewordifferentpracticesneedtobeconsideredandadoptedtocompletethecontinuum?• Identifyoutcomethatneedstobeachieved.• Evaluatepracticesthathaveexperimentalevidenceoftheireffectivenessand
arelikelytoproducedesiredoutcome.• InsertnewpracticeintoPracticesEvaluationChart
Step5:Completedisplayofcontinuumofbehaviorsupportpractices(seefollowingContinuumofSchool‐wideBehaviorSupporttrianglecontinuum)
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PracticesEvaluationChart
Evaluation
Practices Evidence‐Based?
OutcomeData
Collected?
Non‐ResponderDecisionRule?
Implem.Fidelity
Assessed?Effective? Decision
Y?N5 Y?N Y?N Y?N Y?N EIMS6
Y?N Y?N Y?N Y?N Y?N EIMS
Y?N Y?N Y?N Y?N Y?N EIMS
Y?N Y?N Y?N Y?N Y?N EIMSPrim
ary
Y?N Y?N Y?N Y?N Y?N EIMS
Y?N Y?N Y?N Y?N Y?N EIMS
Y?N Y?N Y?N Y?N Y?N EIMS
Y?N Y?N Y?N Y?N Y?N EIMS
Y?N Y?N Y?N Y?N Y?N EIMSSecond
ary
Y?N Y?N Y?N Y?N Y?N EIMS
Y?N Y?N Y?N Y?N Y?N EIMS
Y?N Y?N Y?N Y?N Y?N EIMS
Y?N Y?N Y?N Y?N Y?N EIMS
Y?N Y?N Y?N Y?N Y?N EIMS
Preven
tion
Tier
Tertiary
Y?N Y?N Y?N Y?N Y?N EIMS
5Yes?No6Eliminate,Modify,Integrate,Sustain
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ContinuumofSchool‐widePositiveBehaviorSupport
Directions:Insertevaluatedandselectedpracticesandstrategiesintothistabletoestablishacontinuumofschool‐widepositivebehaviorsupports.
•
•
•
•
•
•
Tertiary
•
•
•
•
•
•
•
Second
ary
•
•
•
•
•
•
•
Prim
ary
•
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Example:ContinuumofSchool‐widePositiveBehaviorSupport
• Function‐basedsupport
• Wraparound/person‐centeredplanning
• Specialeducation
• Crisisprevention&intervention
•
•
Tertiary
•
• Checkin/out
• Targetedsocialskillstraining
• Peer‐basedtutoring
• Socialskillsclub
• Behavioralcontracting
•
Second
ary
•
• Teaching&encouragingpositiveschool‐widebehavioralexpectations
• Proactiveschool‐widediscipline
• Effectiveacademicinstruction/curriculum
• Parentengagement
• Activesupervision
•
Prim
ary
•
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WhatistheSWPBSTeam‐BasedImplementationProcess?
SWPBSimplementationprocessorapproachispremisedonthefindingthatsporadicone‐timeoroccasionalhighintensitytrainingeventsareineffectiveandinefficientatachievingsystemororganization‐wideimplementationofaninterventionorpracticethatissustainableandaccurate.Typicalschoolinserviceorprofessionaldevelopmenteventsaremorelikelytobe“train‐and‐hope”(StokesandBaer,1977)events:
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Incontrast,theSWPBSapproachadoptsacontinuousmulti‐component,multi‐yearorganizationalapproach.Thefeaturesofthegeneralteambasedimplementationprocessaresummarizedinthefollowing:
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WhenengagedinthegeneralSWPBSimplementationsteps,considerthefollowingguidelines:
Guidelines
YesNo? 1. Adequaterepresentation
YesNo? 2. Activeadministratormembershipandinvolvement
YesNo? 3. Efficientmeansforcommunicationswithinteamandwithfacultyasawhole
YesNo? 4. Capacityforon‐goingdata‐baseddecisionmaking
YesNo? 5. Priorityandstatusamongcommitteesandinitiatives
Form
Tea
m
YesNo? 6. Behavioralcapacityonteam
YesNo? 1. Commitmentto3‐4yearsofpriorityimplementation
YesNo? 2. Useof3‐tieredpreventionlogicandcontinuum
YesNo? 3. Administratorparticipationandmembership
YesNo? 4. On‐goingcoachingandfacilitationsupports
YesNo?5. Dedicatedresourcesandtime
6. Agreementaboutoperatingproceduresforroles,agenda,meetingtimes,actionplanning,etc.
EstablishAgree
men
ts
YesNo? 7. Topthreeschool‐wideinitiativesbasedonneed
YesNo? 1. Regularself‐assessment
YesNo? 2. Reviewanduseofexistingdisciplinedata
YesNo? 3. Multiplesubsystemsofevidence‐basedbehavioralinterventions
YesNo? 4. Team‐baseddecisionmakingandactionplanning
Data‐ba
sedActionPlan
YesNo? 5. Efficientsystemofdatainput,storage,andsummarization
SWPBSWorkbook37
YesNo? 1. Emphasisonevidencebasedpracticesandinterventions
YesNo? 2. Activeadministratorparticipation
YesNo? 3. Continuousstaffinvolvementinplanning
YesNo? 4. Efficientandeffectivesupportforstafftrainingandimplementation
YesNo? 5. Continuousmonitoringoffidelityofimplementationandprogress
YesNo? 6. Regularandeffectivestaffacknowledgementsforparticipationandaccomplishments
Develop
Procedu
resan
dSu
pportsfo
rIm
plem
entation
ActionPlan
withFide
lityan
dDurab
ility
YesNo? 7. Teamcoordinatedandmanagedimplementation
YesNo? 1. Team‐anddata‐baseddecisionmakingandplanning
YesNo? 2. Relevantandmeasurableoutcomeindicators
YesNo? 3. Efficientinput,storage,andretrievalofdata
YesNo? 4. Effective,efficient,andinformativevisualdisplays
YesNo? 5. Regulardatareview
Continuo
usEvaluationFide
lityof
Implem
entation
and
Outcome
Prog
ress
YesNo? 6. Continuousmonitoringoffidelityofimplementationandprogress
SWPBSWorkbook38
BasicActionPlanning
Actionplanningisaprocessoforganizingandusingresourcestoenableindividualstoengageinactivitiesdesignedtoachievespecificandimportantoutcomes.Theprocessisguidedbythefollowingprinciples:
ProcessPrinciples
1. Alignwithdistrictgoals.
2. Focusonmeasurableoutcomes.
3. Baseandadjustdecisionsondataandlocalcharacteristics.
4. Giveprioritytoevidence‐basedprograms.
5. Investinbuildingsustainableimplementationsupports.
6. Considereffectiveness,efficiency,relevance,andefficacyindecisionmaking
Theactionplanningprocesscanbefacilitatedbyconsideringthefollowingquestions:
FacilitatingQuestions
Question Notes
1. Whatneed(problem,issue,concern,etc.)arewetryingtoaddress?
2. Whatevidencedowehavetoconfirm,understand,characterize,etc.theneed?
SWPBSWorkbook39
3. Whatfactorsseemtobecontributingtotheneed?
4. Howhighofapriorityisaddressingthisneed?
5. Whatwouldthesolution(data,strategy,policy,etc.)lookliketoaddresstheneed?
6. Whatexistingactivitiesalsoareaddressingthisneed?
7. Whatwouldweseeifwehavebeensuccessfulinaddressingthisneedin3months,1year,2years,etc.?
8. Whatwoulda1‐3yearactionplanlookliketoaddressthisneed?
9. Whatfactors($,roadblocks,agreements,capacity,leadership,etc.)needtobeconsideredtosupportandmaximizethesuccessfulimplementationofthisactionplan?
SWPBSWorkbook40
Thefollowingflowcharthasbeendesignedtoimprovedecisionsrelatedtoselectionanduseofinstructionalandbehavioralinterventions.
SWPBSWorkbook41
GenericActionPlanningWorksheet–Example#1
ActionPlanOutcome(measurable,achievable,priority):
DueDate:
Activity Persons Due Outcome Notes
1.
SWPBSWorkbook42
GENERALPLANNINGWORKSHEET–Example#2
PlanningQuestions Planning
1. Whatdidweproposetoaccomplish?
2. Whathavewedonesofar?Data?
3. Howmuchhaveweaccomplished?Arewesatisfied?
4. Whatdoweneedtoaccomplishnext?
What Who When
1.
2.
3.
4.
5.
6.
7.
8.
5. Whatdoweneedtodonext?
9.
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ActionsNeededfor
UsingSWPBSBasicInformationandConcepts
Action Person(s) Date
1.
2.
3.
4.
5.
6.
7.
8.
SWPBSWorkbook44
CHAPTER2
GettingStartedwithSchool‐WidePositiveBehaviorSupports
SWPBSWorkbook45
GETTINGSTARTEDWITHSWPBS:
PRIMARYPREVENTIONTIER
Inthefollowingsections,planningstepsforgettingstartedwiththeimplementationofSWPBSaredescribed.ExamplesofoutcomesforeachstepareprovidedintheAppendices.
Guidelines
YesNo?7 STEP1‐EstablishLeadershipTeamMembership
YesNo? STEP2‐DevelopBriefStatementofBehaviorPurpose
YesNo? STEP3‐IdentifyPositiveSchool‐wideBehavioralExpectations
YesNo? STEP4‐DevelopProceduresforTeachingSchool‐wideBehaviorExpectations
YesNo? STEP5‐DevelopProceduresforTeachingClassroom‐wideBehavioralExpectations
YesNo? STEP6‐DevelopContinuumofProceduresforEncouragingandStrengtheningStudentUseofSchool‐wideBehaviorExpectations
YesNo? STEP7‐DevelopContinuumofProceduresforDiscouragingStudentBehaviorViolationsofSchool‐wideBehaviorExpectations
YesNo? STEP8‐DevelopData‐basedProceduresforMonitoringImplementationofSWPBS(PrimaryTier)
Descriptionsforeachstep(pink)include
• Guidelines(blue)forimprovingthecompletionofeachstep
• Sampleworksheets(yellow)forcompletingeachstep
• Actionplanning(red)formstoorganizeandmanage“nextactivities”
7Uncertain,unknown,moreinformationneeded
SWPBSWorkbook46
STEP1‐EstablishTeamMembership
Whenestablishingaschool‐widePBSleadershipteam,considerthefollowingguidelines:
Guidelines
YesNo?8 1. Representativeofdemographicsofschoolandcommunity
YesNo? 2. 1‐2individualswithbehavior/classroommanagementcompetence
YesNo? 3. Administratoractivemember
YesNo? 4. Scheduleforpresentingtowholestaffatleastmonthly
YesNo? 5. Scheduleforteammeetingsatleastmonthly
YesNo? 6. Integrationwithotherbehaviorrelatedinitiativesandprograms
YesNo? 7. Appropriatepriorityrelativetoschoolanddistrictgoals
YesNo? 8. Rulesandagreementsestablishedregardingvoting,confidentialityandprivacy,conflict/problemsolving,record‐keeping,etc.
YesNo? 9. Scheduleforannualself‐assessments
• EBSSelf‐AssessmentSurvey
• ReviewOfficeDisciplineReferrals
• BenchmarksofQuality
• School‐wideEvaluationTool
YesNo? 10. Coachingsupport(schooland/ordistrict/region)
8?=uncertain,unknown,moreinformationneeded
SWPBSWorkbook47
TeamProfileandAgreements
School
Name:___________________________Level:El,Md/Jr,Sr,other_________
City:_____________________________State:________________________
District:__________________________
TeamMemberNamebyRole
Principal:_______________________Teacher:______________________
Teacher:_______________________Teacher:______________________
Teacher:_______________________Teacher:______________________
Counselor:_____________________Parent:_______________________
Classified:______________________Classified9:_____________________
SpecialEducator:________________Student10:_______________________
Other:_________________________Other:________________________
Other:_________________________Other:________________________
Coaching
Name:________________________Email:________________________
ContactTelephone:______________
AgreementsforGettingStarted
Datesfornexttwoteammeetings:______________________________
Datefornextpresentationtowholestaff:______________
DateforcompletionofEBSSelf‐AssessmentSurvey:________________
Dateforcollectionandsummarizationofofficedisciplinedata:______________
Dateforcompletion/reviewofactionplan:______________
9Representativesfromnon‐classroomsettings(e.g.,officestaff,cafeteriaandhallwaysupervisor,busdriver,schoolresourceofficer,custodian,communitymember)10Studentsarerecommendedparticularlyforsecondarylevelschoolteams.
SWPBSWorkbook48
ConductingLeadershipMeetingsWorksheet
Howdidwedo?
Preparing
HMLna11 Reviewagreements/tasksfrompreviousminutes
HMLna Identify/review/developagendaitems
HMLna Invite/remind/prepareparticipants
HMLna Prepare/reviewmaterials
HMLna Check/confirmlogistics(e.g.,room,location,time)
HMLna Other:
Beginning
HMLna Acknowledge/introduceparticipants
HMLna Reviewpurpose
HMLna Review/assignroles
HMLna Review/modifyagendaitems(e.g.,discussion,decision,information)
HMLna Assign#ofminutesforeachagendaitem
HMLna Set/reviewmeetingrules/routines(Routinesbelow)
HMLna Other:
Conducting
HMLna Followagendaitems
HMLna Staywithintimelines
HMLna Follow/reviewrules/routines
HMLna Restate/review/remindofpurpose/outcomes
11H=high,M=medium,L=low,na=notapplicable
SWPBSWorkbook49
HMLna Other:
Concluding
HMLna Reviewpurpose
HMLna Review/summarizeagreements/products/assignments
HMLna Review/evaluateextenttowhichagendaitemsaddressed
HMLna Reviewnewagendaitems
HMLna Reviewcompliancewithrules/routines
HMLna Acknowledge/reinforceparticipation/actions/outcomes
HMLna Indicatenextmeetingdate/time/place
HMLna Other:
Following‐Up
HMLna Distributeminutes
HMLna Completeagreements/products/assignments
HMLna Contact/remindparticipants
HMLna Preparefornextagenda
HMLna Other:
OtherNotes/Observations
SWPBSWorkbook50
RoutinesforConductingEffectiveandEfficientMeetings
1. Howaredecisionsmade?
2. Howareproblems/conflicts/disagreementsresolvedandprocessed?
3. Howareroles/responsibilities(e.g.,leadership,facilitation,recordingminutes,reporting)assignedandconducted?
4. Howisparticipationencouragedandreinforced?
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ActionsNeededfor
EstablishingTeamMembershipandAgreements
Action Person(s) Date
1.
2.
3.
4.
5.
6.
7.
8.
SWPBSWorkbook52
STEP2‐DevelopBriefStatementofBehaviorPurpose
Eachschoolhasorshoulddevelopabriefstatementofpurposerelativetothedevelopmentandsupportofthesocialandbehavioralclimateoftheschool.
Whenreviewingordevelopingthispurposestatement,considerthefollowingguidelines:
Guidelines
YesNo? 1. Positivelystated
YesNo? 2. 2‐3sentencesinlength
YesNo? 3. Supportiveofacademicachievement
YesNo? 4. Contextually/culturallyappropriate(e.g.,age,level,language)
YesNo? 5. Comprehensiveinscope(school‐wide–ALLstudents,staff,andsettings)
YesNo? 6. Agreementby>80%facultyandstaff
YesNo? 7. Communicatedtostakeholders(e.g.,families,communitymembers,districtadministrators)
YesNo? 8. Includedinschoolpublications(e.g.,handbook,posters,newsletters)
School‐wideBehaviorPurposeStatement
SWPBSWorkbook53
ActionsNeededfor
DevelopingBriefStatementofBehaviorPurpose
Action Person(s) Date
1.
2.
3.
4.
5.
6.
7.
8.
SWPBSWorkbook54
STEP3‐IdentifyPositiveSchool‐wideBehaviorExpectations
Whenidentifying3‐5positiveschool‐widebehaviorexpectations(a.k.a.,rules,charactertraits,values),considerthefollowingguidelines:
Guidelines
YesNo? 1. Linkedtosocialcultureofschool(e.g.,community,mascot).
YesNo? 2. Considerateofsocialskillsandrulesthatalreadyexists.
YesNo? 3. 3‐5innumber
YesNo? 4. 1‐3wordsperexpectation
YesNo? 5. Positivelystated
YesNo? 6. Supportiveofacademicachievement
YesNo? 7. Comprehensiveinscope(school‐wide–ALLstudents,staff,andsettings)
YesNo? 8. Mutuallyexclusive(minimaloverlap)
YesNo? 9. Contextually/culturallyappropriate(e.g.,age,level,language)
YesNo? 10. Agreementby>80%facultyandstaff
YesNo? 11. Communicatedtostakeholders(e.g.,families,communitymembers,districtadministrators)
YesNo? 12. Includedinschoolpublications(e.g.,handbook,posters,newsletters)
SWPBSWorkbook55
School‐wideBehaviorExpectations
1.
2.
3.
4.
5.
SWPBSWorkbook56
ActionsNeededfor
IdentifyingPositiveSchoolWideBehaviorExpectations
Action Person(s) Date
1.
2.
3.
4.
5.
6.
7.
8.
SWPBSWorkbook57
STEP4‐DevelopProceduresforTeachingSchool‐wideBehaviorExpectations
TeachSocialBehaviorLikeAcademicSkills
Afrequentmisruleisthatsocialbehaviorislearnedandencouragedthroughtheuseofaversiveconsequences(especially,forerrors).However,thesetypesofconsequencesdolittletopromotedesiredsocialskills,excepttosignalthatanerrorhasoccurred.
“Abehaviorisabehavior”regardlessofwhetheritisanacademicorasocialskill.Assuch,whetherteachinganacademicskillorconcept,asocialskill,oracharactertrait,thebasicinstructionalprocessisthesame.Thefollowingfigureillustratesthosebasicinstructionalsteps,beginningwith“definetheskill.”
Likeacademicskillsthathavebeenlearnedinitially,socialskillsmustbepracticedregularlyandacknowledged/reinforcedfrequentlyformastery,sustaineduse,andgeneralizedapplicationstoberealized.Ifastudenthasafirmlylearnedproblembehavior,thenformallyandcontinuallyprompting,practicing,andreinforcingthedesiredalternativebecomesespeciallyimportantandnecessary.
SWPBSWorkbook58
SWPBSWorkbook59
SWPBSWorkbook60
Thefollowingworksheetprovidesataskanalysisofthemainstepsinvolvedindevelopingateachingmatrixforschool‐widebehaviorexpectations:
DateCompleted
ImplementationWorksheet
DevelopandlistontheTeachingMatrix3‐5positivelystatedrulesorexpectationsthatsupporttheschool’smission/purpose.Theserulesshouldusecommonandfewwords(e.g.,RespectOthers,RespectYourself,RespectProperty),andshouldapplytoallstudentsandstaffmembers.
IdentifyandlistontheTeachingMatrixallschoolsettingorclassroomcontextsinwhichrulesareexpected
Foreachruleorexpectation,provideatleasttwopositivelystated,observablebehavioralindicatorsorexamples(e.g.,Walkwithhandsandfeettoself,returnlunchtraytokitchen)foreachsetting
Developastandardlessonplanforteachingeachexpectation(e.g.,CoolTool).
Developascheduleforpresentingeachlessonplan.
Developaprocedureforprompting,precorrecting,andencouragingappropriatedisplaysofexpectations.
Developaprocedureforproactivelycorrectingerrorsindisplaysofexpectations.
Developsystemfordeterminingtheextenttowhichstudents(a)haveacquiredtheruleorexpectationand(b)areusingtheexpectationinnaturalschoolsettingsorclassroomcontexts.
SWPBSWorkbook61
Whendevelopinglessonplansforteachingschool‐widebehaviorexpectations,considerthefollowingguidelines:
Guidelines
YesNo? 1. Considerateofmainschoolsettingsandcontexts(e.g.,classroom,commonareas,hallways,cafeteria,bus)
YesNo? 2. Considerateoflessonsthatalreadyexists.
YesNo? 3. Specificationof2‐3positiveobservablebehaviorexamplesforeachexpectationandeachsetting/context.
YesNo? 4. Teachsocialbehaviorlikeacademicskills.
YesNo? 5. Involvementbystaff,students,familiesindevelopment
YesNo? 6. Contextually/culturallyappropriate(e.g.,age,level,language)
YesNo? 7. Scheduleforinitialinstructioninnaturalandtypicalcontexts
YesNo? 8. Scheduleforregularreview,practice,andfollow‐upinstruction
YesNo? 9. Prompts,reminders,orprecorrectionsfordisplayofbehaviorsinnaturalcontextsandsettings
YesNo? 10. Feedback(correctionsandpositiveacknowledgements)fordisplaysofbehaviorsinnaturalcontextsandsettings
YesNo? 11. Proceduresforprovidinginstructiontonewfaculty,staff,students
YesNo? 12. Proceduresforinformingothers(e.g.families,community,districtadministrators,substituteteachers&staff)
YesNo? 13. Agreementby>80%facultyandstaff
YesNo? 14. Scheduleforcontinuousevaluationofeffectiveness,efficiency,andrelevanceofteaching
YesNo? 15. Proceduresinplaceforidentifyingandsupportingstudentswhosebehaviorsdonotrespondtoteachingschool‐widebehaviorexpectations
YesNo? 16. Includedinschoolpublications(e.g.,handbooks)
SWPBSWorkbook62
School‐WideTeachingMatrix
School‐WideBehaviorExpectationsTypicalSettings/Contexts 1. 2. 3. 4. 5.
SWPBSWorkbook63
ActionsNeededfor
DevelopingPlanforTeachingSchool‐wideBehaviorExpectations
Action Person(s) Date
1.
2.
3.
4.
5.
6.
7.
8.
SWPBSWorkbook64
STEP5‐DevelopProceduresforTeachingClassroom‐wideBehaviorExpectations
Whendevelopinglessonplanforteachingclassroom‐widebehaviorexpectations,theschoolleadershipteam’sgoalistoincreaseconsistencybetweenschool‐wideandclassroom‐wideexpectationsandprocedures.However,individualteachersshouldfitexamples,activities,etc.tothecontextoftheirindividualclassrooms,students,androutines.Considerthefollowingguidelines:
Guidelines
YesNo? 1. School‐wideactionplanforclassroommanagementpracticesandproceduresbasedonresultsfromClassroomSelf‐Assessment
YesNo? 2. Definitionsandprocessesforrespondingtoclassroomversusoffice‐managed(minor)oradministrator‐managed(major)violationsofbehaviorexpectations.
YesNo? 3. Teachingmatrix,procedures,andschedulesdevelopedforteachingschool‐widebehaviorexpectationsintypicalclassroomcontextsandroutines.
YesNo? 4. Datasysteminplacetomonitorofficedisciplinereferralthatcomefromclassrooms
YesNo? 5. Proceduresinplaceforobtainingbehaviorsupportforstudentswhosebehaviorsarenotresponsivetoclassroom‐widemanagement
YesNo?6. Prompts(remindersandprecorrections)fordisplayofbehaviorsinnatural
contextsandroutines
YesNo?7. Feedback(correctionsandpositiveacknowledgements)fordisplaysof
behaviorsinnaturalcontextsandroutines
YesNo? 8. Involvementbystaff,students,andfamiliesindevelopment
YesNo? 9. Contextually/culturallyappropriate(e.g.,age,level,language)
YesNo? 10. Scheduleforinitialinstruction
YesNo? 11. Scheduleforregularreview,practice,follow‐upinstruction
YesNo? 12. Agreementby>80%facultyandstaffu
YesNo? 13. Scheduleforcontinuousevaluationofeffectiveness,efficiency,andrelevanceofteaching
SWPBSWorkbook65
YesNo? 14. Includedinschoolpublications(e.g.,handbooks)
Classroom‐WideTeachingMatrix
Classroom‐WideBehaviorExpectationsTypicalContexts/Routines 1. 2. 3. 4. 5.
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ActionsNeededfor
DevelopingPlanforTeachingClassroom‐wideBehaviorExpectations
Action Person(s) Date
1.
2.
3.
4.
5.
6.
7.
8.
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STEP6‐DevelopContinuumofProceduresforEncouragingandStrengtheningStudentUseofSchool‐wideBehaviorExpectations
Whendevelopingcontinuumofproceduresforencouragingandstrengtheningstudentuseofschool‐widebehaviorexpectations,considerthefollowingguidelines:
Guidelines
YesNo? 1. Easyandquickformofacknowledgement(e.g.,object,event)forallstaffmemberstouse.
YesNo? 2. Considerateofstrategies/processesthatalreadyexists.
YesNo? 3. Contextuallyappropriatenameforacknowledgements
YesNo? 4. Culturally,developmentally,contextuallyappropriate/relevantformofacknowledgement
YesNo? 5. Back‐orfollow‐upacknowledgements
YesNo? 6. Schedulefordaily,weekly,monthly,quarterlyfeedbacktostudentsandstaff
YesNo? 7. Usebyallstaff(e.g.,office,security,supervisors,busdrivers)
YesNo? 8. Scheduleforinitialintroductionofacknowledgements.
YesNo? 9. Scheduleforregularboostersorre‐implementationofacknowledgements
YesNo? 10. Proceduresforprovidingorientationtonewfaculty,staff,students
YesNo? 11. Proceduresforinformingothers(e.g.families,community,districtadministrators,substituteteachers&staff)
YesNo? 12. Proceduresinplaceforidentifyingandsupportingstudentswhosebehaviorsdonotrespondtoschool‐wideacknowledgements
YesNo? 13. Agreementby>80%facultyandstaff
YesNo? 14. Includedinschoolpublications(e.g.,handbooks)
YesNo? 15. Instructionsandpracticeonhowtopairacknowledgementswithpositivesocialacknowledgements
YesNo? 16. Meansforkeepingtrackofnumberofacknowledgementsversusnumberofdisciplinaryorcorrectiveactionsforviolationsofbehaviorexpectations.
YesNo? 17. Scheduleandproceduresforregularreviewandenhancementofacknowledgements.
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AcknowledgementsWorksheet
TypeofAcknowledgementConsideration
What
When
ByWhom
HowOften
HowMany
Where
SWPBSWorkbook69
ActionsNeededfor
DevelopingContinuumofProceduresforEncouragingandStrengtheningStudentUseofSchool‐wideBehaviorExpectations
Action Person(s) Date
1.
2.
3.
4.
5.
6.
7.
8.
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STEP7‐DevelopContinuumofProceduresforDiscouragingStudentBehaviorViolationsofSchool‐wideBehaviorExpectations
Whendevelopingproceduresfordiscouragingviolationsofschool‐widebehaviorexpectations,considerthefollowingguidelines:
Guidelines
1.SpecificationofDefinitionsforViolationsofSchool‐wideBehaviorExpectations
YesNo? a. Contextuallyappropriatelabels/names
YesNo? b. Definitionsrepresentcontinuumofseverity(e.g.,minor,major,illegal)
YesNo? c. Definitionscomprehensiveinscope(school‐wide)
YesNo? d. Definitionsinmeasurableterms
YesNo? e. Mutuallyexclusive(minimaloverlap)
2.SpecificationofProceduresforProcessingViolationsofSchool‐wideBehaviorExpectations
YesNo? a. Agreementregardingofficestaffversusteacher/staffresponsibilities
YesNo? b. Officedisciplineformfortrackingdisciplineeventsthatspecifiesthefollowing:
• Whoviolatedrule(name,grade)
• Whoobservedandrespondedtotheviolationofbehaviorexpectations
• When(day,time)theviolationofbehaviorexpectationoccurred
• Wheretheviolationofbehaviorexpectationoccurred
• Whoelsewasinvolvedintheproblemsituation
• Whatwasthepossiblemotivationorpurposeoftheproblembehavior
• Whatschool‐widebehaviorexpectationwasviolated
YesNo? c. Agreementregardingoptionsforcontinuumofconsequences
YesNo? d. Datadecisionrulesforinterventionandsupportselection
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3.ImplementationofProcedures
YesNo? a. Usebyallstaff(e.g.,office,security,supervisors,busdrivers)
YesNo? b. Scheduleforteachingtostudentsandstaffmembers
YesNo? c. Scheduleforregularreviewofuseandeffectiveness
YesNo? d. Proceduresforprovidingorientationtonewfaculty,staff,students
YesNo? e. Proceduresforinformingothers(e.g.families,community,districtadministrators,substituteteachers&staff)
YesNo? f. Agreementby>80%facultyandstaff
YesNo? g. Includedinschoolpublications(e.g.,handbooks)
YesNo? h. Meansforkeepingtrackofnumberofacknowledgementsversusnumberofdisciplinaryorcorrectiveactionsforviolationsofbehaviorexpectations.
YesNo? i. Scheduleandproceduresforregularreviewandenhancementofacknowledgements.
YesNo? j. Schedulefordaily,weekly,monthly,quarterlyfeedbacktostudentsandstaff
YesNo? k. Includedinschoolpublications(e.g.,handbook,posters,newsletters)
YesNo? l. Proceduresinplaceforidentifyingandsupportingstudentswhosebehaviorsdonotrespondtoschool‐widecontinuumofconsequencesforviolationsofbehaviorexpectations.
• Pre‐referralinterventionorbehaviorsupportteam
• Data‐decisionruleforinitiatingpositivebehaviorsupport(e.g.,3officedisciplinereferralsformajorruleviolatinginfraction)
• Precorrectioninterventiontopreventfutureoccurrencesofproblembehavior
• Formalproceduresforteaching,practicing,andreinforcingpositivelyprosocialbehaviorstoreplaceproblembehavior
• Adultmentor/advocate
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BehaviorExpectationViolations
Level
I. II. III. IV.
Name/Label
Definition
Examples
Procedures
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ActionsNeededfor
DevelopingContinuumofProceduresforDiscouragingStudentBehaviorViolationsofSchool‐wideRules
Action Person(s) Date
1.
2.
3.
4.
5.
6.
7.
8.
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STEP8‐DevelopData‐basedProceduresforMonitoringImplementationofSWPBS
Establishmentofadatasystemisprecededbydeterminationofwhatquestionsyouwanttoanswer.Toguidethisprocess,fourstepsshouldbeconsidered:
StepsforSelectingPracticeswithinaSchool‐WideContinuumofPositiveBehaviorSupport
Step1:Developevaluationquestions.
Whatdoyouwanttoknow?
Step2:Identifyindicatorsormeasuresforansweringeachquestion.
Whatinformationcanbecollected?
Step3:Developmethodsandschedulesforcollectingandanalyzingindicators.
Howandwhenshouldthisinformationbegathered?
Step4:Makedecisionsandactionplanfromanalysisofindicators.
Howwasthequestionansweredandwhatshouldbedonenext?
Toensuretheeffective,efficient,relevant,andsustainedimplementationofaschool‐widedisciplinesystem,schoolstaffmembersmustreceiveinformationthatisaccurate,timely,andeasilyavailabletoguidedecisionmaking.Ingeneral,arecordkeepinganddecisionmakingsystemmusthave(a)structuresandroutinesfordatacollection,(b)mechanismsfordataentry,storage,andmanipulation,and(c)proceduresandroutinesforreviewandanalysisofdata.Ingeneral,recordkeepinganddatadecisionmakingsystemsmustbeeffective,efficient,andrelevant.Areadilyavailablesourceofinformationaboutthedisciplinaryclimateofaschoolistheofficedisciplinesystem.
Afteraspecificquestionhasbeenansweredandaspecificoutcomeisdetermined,apracticeorinterventionmustbeselectedtoachievethatoutcome.Ingeneral,anevidence‐basedpracticeshouldbeidentified.However,ifanevidence‐basedpracticeisnotidentified,apromisingpracticecanbecarefullyconsidered.Seedecisionmakingflowchartdescribedpreviouslyonpage30
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DataandEvaluationWorksheet
EvaluationQuestionWhoneedstheinformation?
Whendotheyneedthe
information?
DataIndicators&Sources
DataCollectionMethods&Schedule
1.
2.
3.
4.
5.
6.
SWPBSWorkbook77
Guidelines
1. Generaldatacollectionprocedures
YesNo? a. Datacollectionproceduresthatareintegratedintotypicalroutines(e.g.,officedisciplinereferrals,attendancerolls,behaviorincidentreports).
YesNo? b. Datacollectionproceduresregularlycheckedforaccuracyofuse
YesNo? c. Datacollectionlimitedtoinformationthatanswersimportantstudent,classroom,andschoolquestions
YesNo? d. Structuresandroutinesforstaffmemberstoreceiveweekly/monthlydatareportsaboutthestatusofschool‐widediscipline
YesNo? e. Decisionrulesforguidingdataanalysisandactions
YesNo? f. Schedulefordaily,weekly,monthly,quarterlyfeedbacktostudentsandstaff
YesNo? g. Datasystemmanagedby2‐3staffmembers
YesNo? h. Nomorethan1%oftimeeachdayformanagingdatasystem.
YesNo? i. Efficient,timely,andgraphicdisplaysofdata
2. Officedisciplinereferralprocedures
YesNo? a. Agreedupondefinitionsofviolationsofbehaviorexpectations
organizedinacontinuumofincreasingintensity(seeStep7).
YesNo? b. Aformfordocumentingnoteworthybehaviorincidents(e.g.,officedisciplinereferralform,behaviorincidentreport)
YesNo? c. School‐wideproceduresforprocessingorrespondingtoviolationsofbehaviorexpectations.
YesNo? d. Efficientanduser‐friendlyproceduresforinputtingandstoring
information
YesNo? e. Efficientanduser‐friendlyproceduresforsummarizingandanalyzinginformation.
YesNo? f. Efficientanduser‐friendlyproceduresforproducingvisualdisplaysofthedata.
YesNo? g. Proceduresforpresentingdatatostaffonroutinebasis.
YesNo? h. Proceduresformakingdecisionsanddevelopingactionsbasedonthedata.
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ActionsNeededfor
DevelopingData‐basedProceduresforMonitoringImplementationofSWPBS
Action Person(s) Date
1.
2.
3.
4.
5.
6.
7.
8.
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CHAPTER3
SWPBSPracticesandSystemsinNon‐ClassroomSettings
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ProblematicNon‐ClassroomSettings
Developmentandimplementationofaformal,consistent,andcontinuoussystemofSWPBSinnonclassroomsettingsisimportantbecausebehaviorsuccess(orfailure)inthosesettingscancarry‐overintotheclassroom,andviceversa.Considerthefollowingexamples:
Non‐ClassroomBehaviorExamples Strategy?
1. Anelementaryschoolprincipalfoundthatover45%oftheirbehaviorincidentreportswerecomingfromtheplayground.
2. Highschoolassistantprincipalreportsthatover2/3ofbehaviorincidentreportscomefrom“fourcorners.”
3. Amiddleschoolsecretaryreportedthatshewasgettingatleastoneneighborhoodcomplaintdailyaboutstudentbehavioronandoffschoolgrounds.
4. Anhighschoolnurselamentedthat“toomanystudentswereaskingtouseherrestroom”duringclasstransitions.
5. Atleast2times/month,policearecalledtosettleargumentsbyparentsandtheirchildreninparkinglot.
6. DeanofStudentshasmadearequesttothedistrictschoolboardtocancelallafterschooldancesandpepralliesbecausestudentbehaviorisunruly,disrespectful,andunmanageable.
7. Cafeteriastaffhavefiledacomplainttotheschooladministrationbecausetransitionsintoandoutofthelunchroomare“plagued”bystudentmisbehaviorandstaffshoutingandcomplaining.
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DefinitionsandInterventionConsiderations
Nonclassroomsettingsarecharacterizedasparticulartimesorplaceswheresupervisionisemphasized,andwhereinstructionisnotavailableasabehaviormanagementtool.
– Cafeteria,hallways,playgrounds,bathrooms– Buses&busloadingzones,parkinglots– Studyhalls,library,“freetime”– Assemblies,sportingevents,dances
CompareandContrastClassroomv.NonclassroomSettings
Classroomsare… V.Nonclassoomsettings
are…
Teacherdirected V. Studentfocused
Instructionallyfocused V. Sociallyfocused
Small#ofpredictablestudents
V.Large#of
unpredictablestudents
BasicManagementConsiderations BasicManagementPractices
• Physical/environmentalarrangements
• Routinesandexpectations• Staffbehaviorandpractices• Studentbehavior
• Teachdirectlyexpectedbehaviorsandroutinesincontext
• Activelysupervise(scan,move,interact)
• Precorrectandremind• Positivelyreinforceexpected
behavior
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Whenestablishingaplanforimplementingpracticesandsystemsinnon‐classroomsettings,considerthefollowingguidelines:
Guidelines
YesNo? 1. Implementationisschool‐widebyallstaff
YesNo? 2. School‐widebehaviorexpectationstaughtincontext
YesNo? 3. Administratoractivemember
YesNo? 4. Context‐specificexpectationsandroutinestaughtdirectlyandearlyinschoolyear/term
YesNo? 5. Regularopportunitiesforreview,practice,&positivereinforcement
YesNo? 6. Team–basedreview,actionplanning,andimplementationcoordination
YesNo? 7. Data‐basedprogressmonitoringandactionplanning
YesNo? 8. Regularreviewofaccuracyofinterventionimplementation
Self‐AssessmentofNon‐ClassroomSettingPractices
Thefollowingself‐assessmenthasbeendevelopedforteamsandformultiplepurposes:(a)exposuretobestpractice,(b)determinationofcurrentpractice,(c)teachingofbestpractice,and(d)evaluationofchangesinpractice.
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SupervisionSelf‐Assessment12
Name______________________________ Date_____________
Setting□Hallway□Entrance□Cafeteria
□Playground□Other_________________
TimeStart_________
TimeEnd_________
TallyeachPositiveStudentContacts
Total#
TallyeachNegativeStudentContacts
Total#Ratio13ofPositivestoNegatives:_____:1
1. DidIhaveatleast4positivefor1negativestudentcontacts? YesNo
2. DidImovethroughouttheareaIwassupervising? YesNo
3. DidIfrequentlyscantheareaIwassupervising? YesNo
4. DidIpositivelyinteractwithmostofthestudentsinthearea? YesNo
5. DidIhandlemostminorviolationsofbehaviorexpectationsquicklyandquietly?
YesNo
6. DidIfollowschoolproceduresforhandlingmajorviolationsofbehaviorexpectations?
YesNo
7. DoIknowourschool‐widebehaviorexpectations(positivelystatedrules)?
YesNo
8. DidIpositivelyacknowledgeatleast5differentstudentsfordisplayingourschool‐widebehaviorexpectations
YesNo
Overallactivesupervisionscore:
7‐8“yes”=“SuperSupervision”
5‐6“yes”=“So‐SoSupervision”
<5“yes”=“ImprovementNeeded”
#Yes______
12Draft3‐10‐04Sugai13Tocalculate,divide#positivesby#ofnegatives.
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ActionPlanning
Thepurposesofthisassessmentareto(a)determinetheextenttowhicheffectivenon‐classroommanagementpracticesareinplaceand(b)developanactionplanforenhancement/maintenancebasedonthisinformation.Thisassessmentandactionplancanbecompletedasa“self‐assessment”orbyanobserver.
1. Pickatypicalnon‐classroomsetting14thathasaspecificlearningoutcome/objective.
2. Duringtheactivity,countnumberofpositiveandnegativestudentcontactsthatoccurduringtheactivity.
3. Aftertheactivity,
a. Sumthenumberofpositiveandnegativecontactsandcalculatetheratioofpositivetonegativecontacts.
b. Assesswhethereachnonclassroommanagementpracticewasevident.
c. Sumthenumberof“yes”todetermineoverallclassroommanagementscore.
d. Basedonyourscore,developanactionplanforenhancement/maintenance.
ActionPlan
# CurrentLevelofPerformance
Enhancement/MaintenanceStrategies15
14Settingoractivityinwhichacademicinstructionorteacher/staff‐directedactivitiesarenotavailabletoengagestudents(e.g.,cafeteria,playground,commonareas,bus,hallways,parkinglots,assemblies,sportingevents).15What?When?How?ByWhen?
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ActionsNeededfor
EstablishingandImplementingNon‐ClassroomPracticesandSystems
Action Person(s) Date
1.
2.
3.
4.
5.
6.
7.
8.
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SelectedReferences
Colvin,G.,Kame’enui,E.J.,&Sugai.G.(1993).School‐wideandclassroommanagement:Reconceptualizingtheintegrationandmanagementofstudentswithbehaviorproblemsingeneraleducation.EducationandTreatmentofChildren,16,361‐381.
Colvin,G.,Sugai,G.,Good,R.,&Lee,Y.(1997).Effectofactivesupervisionandprecorrectionontransitionbehaviorsofelementarystudents.SchoolPsychologyQuarterly,12,344‐363.
Colvin,G.,Sugai,G.,&Patching,B.(1993).Pre‐correction:Aninstructionalapproachformanagingpredictableproblembehaviors.InterventioninSchoolandClinic,28,143‐150.
DePry,R.I.,&Sugai,G.(2002).Theeffectofactivesupervisionandprecorrectiononminorbehavioralincidentsinasixthgradegeneraleducationclassroom.JournalofBehavioralEducation,11,255‐267.
Franzen,K.,&Kamps,D.(2008).Theutilizationandeffectsofpositivebehaviorsupportstrategiesonanurbanschoolplayground.JournalofPositiveBehaviorInterventions,3,150‐161.
Haydon,T.,&Scott,T.M.(2008).Usingcommonsenseincommonsettings:Activesupervisionandprecorrectioninthemorninggym.InterventioninSchoolandClinic,43,283‐290.
Heck,A.,Collins,J.,&Peterson,L.(2001).Decreasingchildren’srisktakingontheplayground.JournalofAppliedBehaviorAnalysis,34,349‐352.
Kartub,D.,Taylor‐Greene,S.,March,R.E.,&Horner,R.H.(2000).Reducinghallwaynoise:Asystemsapproach.JournalofPositiveBehaviorInterventions,2(3),179‐182.
Leedy,A.,Bates,P.,&Safran,S.P.(2004).Bridgingtheresearch‐to‐practicegap:Improvinghallwaybehaviorusingpositivebehaviorsupports.BehavioralDisorders,19,130‐139.
Lewis,T.J.,Colvin,G.,&Sugai,G.(2000).Theeffectsofpre‐correctionandactivesupervisionontherecessbehaviorofelementaryschoolstudents.EducationandTreatmentofChildren,23,109‐121.
Lewis,T.J.,&Garrison‐Harrell,L.(1999).Effectivebehaviorsupport:Designingsettingspecificinterventions.EffectiveSchoolPractices,17,38‐46.
Lewis,T.J.,Powers,L.J.,Kelk,M.J.,&Newcomer,L.L.(2002).Reducingproblembehaviorsontheplayground:Aninvestigationoftheapplicationofschool‐widepositivebehaviorandsupports.PsychologyintheSchools,39,181‐190.
Lewis,T.J.,Sugai,G.,&Colvin,G.(1998).Reducingproblembehaviorthroughaschool‐widesystemofeffectivebehavioralsupport:Investigationofaschool‐
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widescoalskillstrainingprogramandcontextualinterventions.SchoolPsychologyReview,27,446‐459.
Nelson,J.R.,Colvin,G.,&Smith,D.J.(1996).Theeffectsofsettingclearstandardsonstudents’socialbehaviorincommonareasoftheschool.TheJournalofAt‐RiskIssues,Summer/Fall,10‐17.
Putnam,R.F.,Handler,M.W.,Ramirez‐Platt,C.M.,&Luiselli,J.K.(2003).Improvingstudentbus‐ridingbehaviorthroughawhole‐schoolintervention.JournalofAppliedBehaviorAnalysis,36,583‐589.
Todd,A.,Haugen,L.,Anderson,K.,&Spriggs,M.(2002).Teachingrecess:Low‐costeffortsproducingeffectiveresults.JournalofPositiveBehaviorInterventions,4(1),46‐52.
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CHAPTER4
ClassroomManagementPracticesandSystems
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EffectiveClassroomManagementPractices
Maximizingacademicachievementisdirectlylinkedtoacademicengagement.Inturn,academicengagementislinkedto(a)effectivecurriculum,(b)effectivedeliveryofcurriculum(instruction),and(c)effectiveclassroommanagement. Moreimportantly,accurateandsustaineduseofeffectivemanagementpracticesisrelatedtohavingcomprehensiveandeffectivesupportsystems,includingSWPBS.
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Althoughareviewoftheliteratureoneffectiveclassroommanagementpracticesdoesnotrevealadefinitivelistofevidencebasedpractices,a“short‐list”ofrecommendedbestpracticesemergesfromover50yearsofdescriptiveandevaluationresearch:
ClassroomManagementPractice
Description
1. Minimizecrowdinganddistraction
• Designenvironmenttoelicitappropriatebehavior:
o Arrangefurnituretoalloweasytrafficflow.
o Ensureadequatesupervisionofallareas.
o Designatestaff&studentareas.
o Seatingarrangements(classrooms,cafeteria,etc.)
2. Maximizestructure&predictability
• Teacherroutines:volunteers,communications,movement,planning,grading,etc.
• Studentroutines:personalneeds,transitions,workingingroups,independentwork,instruction,gettingmaterials,homework,etc.
3. State,teach,review&reinforcepositivelystatedexpectations
• Establishbehavioralexpectations/rules.
• Teachrulesincontextofroutines.
• Promptorremindstudentsofrulepriortoenteringnaturalcontext.
• Monitorstudents’behaviorinnaturalcontext&providespecificfeedback.
• Evaluateeffectofinstruction‐reviewdata,makedecisions,&followup.
4. Providemoreacknowledgementsforappropriatethaninappropriatebehavior
• Maintainatleast4to1
• Interactpositivelyonceevery5minutes
• Followcorrectionforviolationofbehaviorexpectationswithpositivereinforcementforrulefollowing
5. Maximizevariedopportunitiestorespond
• Varyindividualv.groupresponding
• Varyresponsetype
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o Oral,written,gestural
• Increaseparticipatoryinstruction
o Questioning,materials
6. MaximizeActiveEngagement
• Varyformat
o Written,choral,gestures
• Specifyobservableengagements
• Linkengagementwithoutcomeobjectives
7. Actively&ContinuouslySupervise
• Move
• Scan
• Interact
• Remind/precorrect
• Positivelyacknowledge
8. RespondtoInappropriateBehaviorQuickly,Positively,&Directly
• Respondefficiently
• Attendtostudentswhoaredisplayingappropriatebehavior
• Followschoolproceduresformajorproblembehaviorsobjectively&anticipatenextoccurrence
9. EstablishMultipleStrategiesforAcknowledgingAppropriateBehavior
• Social,tangible,activity,etc.
• Frequentv.infrequent
• Predictablyv.unpredictably
• Immediatev.delayed
10. GenerallyProvideSpecificFeedbackforErrors&Corrects
• Providecontingently
• Alwaysindicatecorrectbehaviors
• Linktocontext
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Whenestablishingaplanforimplementingpracticesandsystemsinnon‐classroomsettings,considerthefollowingguidelines:
Guidelines
YesNo?1. Academicachievementislinkedtosocialsuccess,active
engagement,andeffectiveteaching
YesNo? 2. Goodteachingisusedasabehaviormanagementstrategy
YesNo?3. Behaviormanagementisusedasaninstructionalmanagement
strategy
YesNo?4. Thethree‐tieredpreventionlogicisappliedtotheclassroom
context
YesNo? 5. Classroommanagementislinkedtoschool‐widebehaviorsupport
YesNo?6. School‐widesupportsystemsareusedtosustaineffective
classroommanagementstrategies
YesNo? 7. Data‐basedprogressmonitoringandactionplanning
YesNo? 8. Regularreviewofaccuracyofinterventionimplementation
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ClassroomManagementSelf‐Assessment
Teacher__________________________Rater_______________________ Date___________
InstructionalActivity TimeStart_______
TimeEnd_______
TallyeachPositiveStudentContacts
Total# TallyeachNegativeStudentContacts
Total#
Ratio16ofPositivestoNegatives:_____to1
ClassroomManagementPractice Rating
1. Ihavearrangedmyclassroomtominimizecrowdinganddistraction YesNo
2. Ihavemaximizedstructureandpredictabilityinmyclassroom(e.g.,explicitclassroomroutines,specificdirections,etc.).
YesNo
3. Ihaveposted,taught,reviewed,andreinforced3‐5positivelystatedexpectations(orrules).
YesNo
4. Iprovidedmorefrequentacknowledgementforappropriatebehaviorsthaninappropriatebehaviors(Seetopofpage).
YesNo
5. Iprovidedeachstudentwithmultipleopportunitiestorespondandparticipateduringinstruction.
YesNo
6. Myinstructionactivelyengagedstudentsinobservableways(e.g.,writing,verbalizing) YesNo
7. Iactivelysupervisedmyclassroom(e.g.,moving,scanning)duringinstruction. YesNo
8. Iignoredorprovidedquick,direct,explicitreprimands/redirectionsinresponsetoinappropriatebehavior.
YesNo
9. Ihavemultiplestrategies/systemsinplacetoacknowledgeappropriatebehavior(e.g.,classpointsystems,praise,etc.).
YesNo
10. Ingeneral,Ihaveprovidedspecificfeedbackinresponsetosocialandacademicbehaviorerrorsandcorrectresponses.
YesNo
Overallclassroommanagementscore:
10‐8“yes”=“Super”
7‐5“yes”=“So‐So”
#Yes____
16Tocalculate,divide#positivesby#ofnegatives.
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<5“yes”=“ImprovementNeeded”
ActionPlanning
Thepurposesofthisassessmentareto(a)determinetheextenttowhicheffectivegeneralclassroommanagementpracticesareinplaceand(b)developanactionplanforenhancement/maintenancebasedonthisinformation.Thisassessmentandactionplancanbecompletedasa“self‐assessment”orbyanobserver.
1. Pickateacher‐led/directedactivitythathasaspecificlearningoutcome/objective.
2. Duringtheactivity,countnumberofpositiveandnegativestudentcontactsthatoccurduringtheactivity.
3. Aftertheactivity,
a. Sumthenumberofpositiveandnegativecontactsandcalculatetheratioofpositivetonegativecontacts.
b. Assesswhethereachclassroommanagementpracticewasevident.
c. Sumthenumberof“yes”todetermineoverallclassroommanagementscore.
d. Basedonyourscore,developanactionplanforenhancement/maintenance.
ActionPlan
# CurrentLevelofPerformance
Enhancement/MaintenanceStrategies17
17What?When?How?ByWhen?
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ActionsNeededfor
EstablishingandImplementingClassroomManagementPracticesandSystems
Action Person(s) Date
1.
2.
3.
4.
5.
6.
7.
8.
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SelectedSupportingReferences
Colvin,G.,&Lazar,M.(1997).Theeffectiveelementaryclassroom:Managingforsuccess.Longmont,CO:SoprisWest.
Colvin,G.,Sugai,G.,&Patching,W.(1993).Pre‐correction:Aninstructionalstrategyformanagingpredictablebehaviorproblems.InterventioninSchoolandClinic,28,143‐150.
Darch,C.B.,&Kameenui,E.J.(2003).Instructionalclassroommanagement:Aproactiveapproachtobehaviormanagement.(2nded.).WhitePlains,NY:Longman.
Jones,V.F.&Jones,L.S.(2001).Comprehensiveclassroommanagement:Creatingcommunitiesofsupportandsolvingproblems(6thed.).Boston:Allyn&Bacon.
Kameenui,E.J.,&Carnine,D.W.(2002).Effectiveteachingstrategiesthataccommodatediverselearners(2nded.).UpperSaddleRiver,NJ:Merrill.
Latham,G.I.(1997).Behindtheschoolhousedoor:Eightskillseveryteachershouldhave.UtahStateUniversity.
Latham,G.(1992).Interactingwithat‐riskchildren:Thepositiveposition.Principal,72(1),26‐30.
Martella,R.C.,Nelson,J.R.,&Marchand‐Martella,N.E.(2003).Managingdisruptivebehaviorsintheschools:Aschoolwide,classroom,andindividualizedsociallearningapproach.Boston,MA:Allyn&Bacon.
Paine,S.C.,Radicchi,J.,Rosellini,L.C.,Deutchman,L.,&Darch,C.B.(1983).Structuringyourclassroomforacademicsuccess.Champaign,IL:ResearchPress.
Simonsen,B.,Fairbanks,S.,Briesch,A.,Myers,D.,&Sugai,G.(2008).Evidence‐basedpracticesinclassroommanagement:Considerationsforresearchtopractice.EducationandTreatmentofChildren,31,351‐380.
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