Transcript Document

DC-PBS SW-PBS:
Team Follow-up #3
George Sugai & Celeste Dickey
DC PBS SIG-Team
OSEP Center on PBIS
University of Oregon
May 26, 2005
www.pbis.org
www.swis.org
www.bethel.k12.or.us
Main Follow-up Objectives
• Review systems & practices
• Review action plan progress
• Celebrate 2004-2005 accomplishments
• Develop action plan for 2005-2006
implementation
– Office Discipline Data
– EBS Self-Assessment Survey
– Team Implementation Checklist (turn in today)
Adjusted Agenda
8:45
Updates & Reviews
Classroom Management
Active Supervision
Suspensions & Detentions
11:15 School Data Review
11:30 Team Action Planning
1:00 Team Action Planning
1:30 Team Updates & Reports
2:30 Next Steps & Year
3:00 Adjourn
Review of Guiding
Principles
“Coordinated Social Emotional, &
Academic Learning”
Greenberg, et al. (2003) American Psychologist
• “The current impact of ‘school-based prevention
& youth development programs’ is limited
because of insufficient coordination with other
components of school operations & inattention to
implementation & evaluation factors necessary
for strong program impact & sustainability” (p.
466).
• “School-based prevention & youth development
interventions are most beneficial when they
simultaneously enhance students’ personal &
social success, as well as improve the quality of
the environments in which students are
educated” (p. 467)
School-based Prevention & Youth
Development Programming
Greenberg et al. (2003)
• Teach children social skills directly in real context
• “Foster respectful, supportive relations among
students, school staff, & parents”
• Support & reinforce positive academic & social
behavior through comprehensive systems
• Invest in multi-year, multi-component programs
• Combine classroom- & school- & communitywide efforts
• Precorrect & continue prevention efforts
1. Establish effective
leadership team
• Representation
• Regular meeting & reporting
schedule
• Administrator participation
LEADERSHIP TEAM
Establish
measurable
outcome
Enhanced PBS
Implementation
Logic
Build Data
System
Collect, analyze, &
prioritize data
Select
evidence-based
practice
Monitor
implementation &
progress
Ensure efficient,
accurate, & durable
implementation
Implement
SCHOOL-WIDE
2. Emphasize prevention &
positive strategies
• De-emphasis of reactive, “gettough” management
• Strengthening teaching, practicing,
& recognizing pro-social behaviors
• More positive interactions w/
students & families
Self-assessment
1. Can >80% of students tell me schoolwide expectations and give example?
2. Are students acknowledged at least
weekly for SW expectations?
3. Do I have more positive than negative
interactions daily with my students?
Teaching guidelines
• Define, show, tell, describe.
• Practice frequently in context.
• Monitor/supervise.
• Acknowledge/recognize.
• Adjust & enhance
SETTING
TEACHING
MATRIX
Expectations
All
Settings
Hallways
Playgrounds
Cafeteria
Library/
Computer
Lab
Study,
read,
compute.
Sit in one
spot.
Watch for
your stop.
Assembly
Bus
Respect
Ourselves
Be on task.
Give your
best effort.
Be
prepared.
Walk.
Have a plan.
Eat all your
food.
Select
healthy
foods.
Respect
Others
Be kind.
Hands/feet
to self.
Help/share
with
others.
Use normal
voice
volume.
Walk to
right.
Play safe.
Include
others.
Share
equipment.
Practice
good table
manners
Whisper.
Return
books.
Listen/watch.
Use
appropriate
applause.
Use a quiet
voice.
Stay in your
seat.
Recycle.
Clean up
after self.
Pick up
litter.
Maintain
physical
space.
Use
equipment
properly.
Put litter in
garbage can.
Replace
trays &
utensils.
Clean up
eating
area.
Push in
chairs.
Treat
books
carefully.
Pick up.
Treat chairs
appropriately.
Wipe your
feet.
Sit
appropriately.
Respect
Property
CONTINUUM OF
SCHOOL-WIDE
INSTRUCTIONAL &
POSITIVE BEHAVIOR
SUPPORT
~5%
~15%
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
~80% of Students
Tertiary Prevention:
Specialized
Individualized
Systems for Students
with High-Risk Behavior
Secondary Prevention:
Specialized Group
Systems for Students
with At-Risk Behavior
3. Engage in data-based
action planning
• Monthly data review
• Measurable outcomes
• Contextual/cultural adaptations
• Evidence-based practices
(Kellem et al.)
School-wide
Behavior Systems
in Place
School-wide
Behavior Systems
NOT in place
Does Improving
Improved
School-wide Positive
NO Literacy
Literacy Improvement
Behavior Support
Affect Academic
Literacy
Interventions
NO Literacy
NO
Literacy
Outcomes?
NOT in Place
Literacy
Interventions in
Place
Improvement Improvement
4. Build “80%”
• Staff agreements
• Priority
• Regular staff recognition
• Adult modeling of desired student
behavior
Messages Repeated!
1. Successful Individual student
behavior support is linked to host
environments or schools that are
effective, efficient, relevant, &
durable
2. Learning & teaching environments
must be redesigned to increase the
likelihood of behavioral & academic
success
Supporting Social Competence &
Academic Achievement
4 PBS
Elements
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
PRACTICES
Supporting
Student Behavior
Team
GENERAL
IMPLEMENTATION
PROCESS
Agreements
Data-based
Action Plan
Evaluation
Implementation
School-wide Positive
Behavior Support
Systems
Classroom
Setting Systems
School-wide
Systems
School-wide Systems
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
Non-classroom
Setting Systems
• Positive expectations & routines
taught & encouraged
• Active supervision by all staff
– Scan, move, interact
• Pre-corrections & reminders
• Positive reinforcement
Classroom
Setting Systems
• Classroom-wide positive expectations taught
& encouraged
• Teaching classroom routines & cues taught &
encouraged
• Ratio of 6-8 positive to 1 negative adultstudent interaction
• Active supervision
• Redirections for minor, infrequent behavior
errors
• Frequent pre-corrections for chronic errors
• Effective academic instruction & curriculum
Team Follow-up Reports
•
•
•
•
•
3-5 minute report @ 1:30
Pick Spokesperson
Name of school
Summary of data
Focus of efforts since February
Accomplishment/success
Action planning activities