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Project Hi’ilani PBS Team Follow-up George Sugai Center on Positive Behavior Interventions & Supports May 6, 2008

Dec 13, 2015



  • Slide 1

Project Hiilani PBS Team Follow-up George Sugai Center on Positive Behavior Interventions & Supports May 6, 2008 Slide 2 Main Topics SW Positive Behavior Support Non Classroom Settings Classroom Management Noncompliance & Escalations Targeted Interventions Action Planning Slide 3 WHAT DO WE KNOW ABOUT PREVENTING VIOLENCE? Surgeon Generals Report on Youth Violence (2001) Coordinated Social Emotional & Learning (Greenberg et al., 2003) Center for Study & Prevention of Violence (2006) White House Conference on School Violence (2006) Positive, predictable school-wide climate High rates of academic & social success Formal social skills instruction Positive active supervision & reinforcement Positive adult role models Multi-component, multi-year school-family-community effort Slide 4 SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Decision Making Supporting Student Behavior Positive Behavior Support OUTCOMES Social Competence & Academic Achievement Slide 5 Agreements Team Data-based Action Plan ImplementationEvaluation GENERAL IMPLEMENTATION PROCESS: Getting Started Slide 6 Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~80% of Students ~15% ~5% CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT Slide 7 All Some Few RTI Continuum of Support for ALL Dec 7, 2007 Slide 8 Slide 9 Pre Post Slide 10 .64.85 Schools doing SW-PBS well report a 25% lower rate of ODRs Slide 11 Slide 12 N =23N = 8 N = 23 N = 8 Slide 13 84% 58% 11% 22% 05% 20% SWPBS schools are more preventive Slide 14 88%69% 08% 17% 04% 14% SWPBS schools are more preventive Slide 15 3% 8% 89% 10% 16% 74% 11% 18% 71% K=6 (N = 1010) 6-9 (N = 312) 9-12 (N = 104) Mean Proportion of Students ODR rates vary by level Slide 16 K-6 (N = 1010) 6-9 (N = 312) 9-12 (N = 104) 32% 43% 25% 48% 37% 15% 45% 40% 15% A few kids get many ODRs Slide 17 Slide 18 Classroom SWPBS Subsystems Non-classroom Family Student School-wide Slide 19 1.Common purpose & approach to discipline 2.Clear set of positive expectations & behaviors 3. Procedures for teaching expected behavior 4.Continuum of procedures for encouraging expected behavior 5. Continuum of procedures for discouraging inappropriate behavior 6. Procedures for on-going monitoring & evaluation School-wide Slide 20 Few positive SW expectations defined, taught, & encouraged Slide 21 Teaching Matrix Activity ClassroomLunchroomBusHallwayAssembly Respect Others Use inside voice ________ Eat your own food __________ Stay in your seat _________ Stay to right _________ Arrive on time to speaker __________ Respect Environment & Property Recycle paper _________ Return trays __________ Keep feet on floor __________ Put trash in cans _________ Take litter with you __________ Respect Yourself Do your best __________ Wash your hands __________ Be at stop on time __________ Use your words __________ Listen to speaker __________ Respect Learning Have materials ready __________ Eat balanced diet __________ Go directly from bus to class __________ Go directly to class __________ Discuss topic in class w/ others __________ Slide 22 Acknowledge & Recognize Slide 23 Reinforcement Wisdom! Knowing or saying know does NOT mean will do Students do more when doing worksappropriate & inappropriate! Natural consequences are varied, unpredictable, undependable,not always preventive Slide 24 Behavioral competence at school & district levels Function-based behavior support planning Team- & data-based decision making Comprehensive person-centered planning & wraparound processes Targeted social skills & self-management instruction Individualized instructional & curricular accommodations Individual Student Slide 25 Continuum of positive behavior support for all families Frequent, regular positive contacts, communications, & acknowledgements Formal & active participation & involvement as equal partner Access to system of integrated school & community resources Family Slide 26 Positive expectations & routines taught & encouraged Active supervision by all staff Scan, move, interact Precorrections & reminders Positive reinforcement Non-classroom Slide 27 Classroom SWPBS Subsystems Non-classroom Family Student School-wide Slide 28 Nonclassroom Settings Particular times or places where supervision is emphasized Cafeteria, hallways, playgrounds, bathrooms Buses & bus loading zones, parking lots Study halls, library, free time Assemblies, sporting events, dances Where instruction is not available as behavior management tool Slide 29 Classroom v. Nonclassroom Classroom Teacher directed Instructionally focused Small # of predictable students Nonclassroom Student focused Social focus Large # of unpredictable students Slide 30 MANAGEMENT FEATURES Physical/environmental arrangements Routines & expectations Staff behavior Student behavior Slide 31 BASIC MANAGEMENT PRACTICES Expected behaviors/routines taught directly Active supervision Movement Scanning Interact Precorrections Positive reinforcement of expected behavior Slide 32 SYSTEMS FEATURES School-wide implementation All staff Direct teaching 1 st day/week Regular review, practice, & positive reinforcement Team-based identification, implementation, & evaluation Data-based decision making Slide 33 Basics Active Supervision: Self-Assessment YES or NO Slide 34 Name______________________________Date_____________ Setting Hallway Entrance Cafeteria Playground Other_______________ Time Start_________ Time End _________ Tally each Positive Student ContactsTotal # Ratio of Positives to Negatives: _____: 1 Tally each Negative Student ContactsTotal # Non-Classroom Management: Self-Assessment Slide 35 1.Did I have at least 4 positive for 1 negative student contacts? Yes No 2. Did I move throughout the area I was supervising? Yes No 3. Did I frequently scan the area I was supervising? Yes No 4. Did I positively interact with most of the students in the area? Yes No 5. Did I handle most minor rule violations quickly and quietly? Yes No 6. Did I follow school procedures for handling major rule violations? Yes No 7. Do I know our school-wide expectations (positively stated rules)? Yes No 8. Did I positively acknowledge at least 5 different students for displaying our school-wide expectations? Yes No Overall active supervision score: 7-8 yes = Super Supervision 5-6 yes = So-So Supervision