POSITIVE SCHOOL CLIMATE & POSITIVE BEHAVIOR SUPPORTS

UC Summer Institute June 2011

ACTIVITY Write specific examples of the following: A.

Commitment to partnerships with families and the community to improve students’ academic and behavior achievement B.

Practices address the needs of all learners, including children with disabilities and children identified as gifted and talented C.

Learner supports are customized in ways to make content relevant and enable learning for language, culture, and other forms of student diversity D.

Systems are in place for positive behavior support practices across tiers 2

Commitment to partnerships with families and the community to improve students’ academic and behavior achievement

A.

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The Importance and Impact of Engaging Families        Increased sense of community Better attendance and homework completion Fewer placements in special education More positive attitudes and behavior Higher graduation rates Greater enrollment in postsecondary education Higher expectations & achievement 4

Acknowledge & Respect Cultural Differences “Effective cross-cultural communication includes the willingness to engage in discussions that explore differences openly & respectfully, interactions that dispel myths and open doors to understanding.” Lynch & Hanson (1998) 5

Ways to Encourage & Support Family Involvement From

The Comprehensive Evaluation for Family Engagement:

 Does your school say welcome?

 Is your school engaging for ALL families?

 Is community outreach occurring?

Constantino, 2003 6

Examples include . . . .  Collaborative decision making with diverse families by:  understanding how culture shapes values, beliefs, behaviors and communication   Cultural Reciprocity Use of Cultural Brokers/interpreters  Gathering information from families in ways that are respectful of the family’s cultural beliefs and values  Adapting to family communication styles  Helping families learn about programs, organizations and systems with which they are interacting 7

Practices address the needs of all learners, including children with disabilities and children identified as gifted and talented

B.

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Examples include . . . .  Explicit teaching (i.e. models skills and strategies, makes relationship overt)  Visual displays around the school reflect respect, equity, and diversity  Use of the students' native language and English for instruction  Cross-culturally competent/sensitive teaching (i.e. teachers familiar with beliefs, values, cultural practices, etc. that may impact behavior and academic success) 9

Examples include . . . .  Build and use of vocabulary as a curricular anchor (e.g. teach difficult vocabulary prior to and during lesson, structure opportunities to speak English, etc.),  Diverse students' home culture and language incorporated in the school and lessons (e.g. multicultural curricular and social skills materials).  Using multimodal instruction (e.g. UDL, cooperative learning groups and peer tutoring strategies, etc.).

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Learner supports are customized in ways to make content relevant and enable learning for language, culture, and other forms of student diversity

C.

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Examples include . . . .       Use school-wide indicators and/or other direct assessment to determine which students need OR no longer need additional instructional support for academic skills or behavior AND which research-based, ethnically valid intervention will be used Use of the students' native language and English for supplemental instruction; Small group explicit instruction for specific content reinforcement. Peer tutoring (e.g., Peer Assisted Learning Strategies) and/or afterschool/volunteer tutoring program Use of technology for English learning (e.g. computer programs, augmented communication devices) ESL Summer school program 12

Systems are in place for positive behavior support practices across tiers

D.

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GUIDING PRINCIPLES OF SWPBS      Student misbehavior can be changed.

Environments can be created to change behavior.

Changing environments requires change in adult behavior.

Adult behavior must change in a consistent and systematic manner.

Systems of support are necessary for both students and adults.

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SCHOOL-WIDE PBS IS…  A framework for enhancing adoption & implementation of  A continuum of evidence-based interventions to achieve  Academically & behaviorally important outcomes for  All students!

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CORE COMPONENTS OF TIER 1: SCHOOL-WIDE

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C

ORE

C

OMPONENTS

1.

2.

3.

4.

C lear Expectations C omprehensive Instruction C onsistent Systems for Encouragement of

Expectable

Behavior & Correction of Behavior Errors C ommunity C onnections 5.

6.

C omputer Data System to Inform Decisions C ollaborative Leadership 17

1.

CLEAR EXPECTATIONS

 3-5 overarching behavioral expectations  Agreed upon  Defined for all settings/locations  Clearly communicated  Overtly taught in all settings  Understood by all  Posted and distributed widely  Consistently demonstrated and implemented by all adults 18

1. CLEAR EXPECTATIONS NON - Example Example 19

2.

COMPREHENSIVE INSTRUCTION

 Through Specifically Designed Lesson Plans  Instruction Provided To All Students  Kick-off – when initiating SWPBS Tier 1  Annual - initial days of school year  Booster sessions – as indicated by data  Instruction Provided in the Actual Settings  Keep School-wide Expectations Visible 20

TEACHING BEHAVIORS NON-EXAMPLE

Playground Behavior: Be Respectful…

 No elbowing others  No kicking  No hitting  No pinching  No shoving  No grabbing  Etc. . .

Academic Skill: Addition

 2+2 is not 1  2+2 is not 2  2+2 is not 3  2+2 is not 5  2+2 is not 6  2+2 is not 7  Etc. . .

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Teaching Behaviors

Example

Playground Behavior: Be Respectful…



Hands and feet to self



Use kind words



Academic Skill: Addition

2+2 = 4

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2. COMPREHENSIVE INSTRUCTION NON - Example Example 23

3A.

CONSISTENT ACKNOWLEDGMENT SYSTEM

 Targeted for each and every student  Acknowledge immediately after expectable behavior occurs  Name the behavior and expectation observed  Give positive/verbal/social/token reinforcement: pair with natural/logical  Designed with input from stakeholder groups that reflect the diversity of the school community.

 Ratio of positive to corrective feedback 5:1 24

POSITIVE REINFORCEMENT… IS …the presentation of something pleasant or rewarding

immediately following

a behavior. It makes that behavior

more likely to occur

in the future, and is one of the most powerful tools for shaping or changing behavior.

IS NOT

BRIBERY INCENTIVE

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3A. CONSISTENT ACKNOWLEDGMENT SYSTEM NON - Example Example 26

3B.

CONSISTENT CORRECTION SYSTEM

 Include which problem behaviors will be class-managed and which will be office managed  Timely corrective behavior response to problem  Link correction and re-teaching to:  School-wide expectations  System for teaching expectations   Acknowledgment The function system of the misbehavior 27

4.

COMMUNITY CONNECTIONS

 Establishing relationships with students  Learning about each student  Seeking input from parent/families in determining school-wide components and in Tier 3 intervention planning  Involving student/family stakeholders on school leadership team  Routinely examining disaggregated data to ensure cultural considerations/responsiveness in collaborative action planning 28

5.

COMPUTER DATA SYSTEM

Critical System Components  Efficient data entry and report generation  Graphing capability:  Per day per month   Location  Time of Day  Problem behavior  Student Ethnicity 1.

2.

3.

Essential Considerations ODR Form includes: date, clock time, location & possible function Coherent ODR Procedure Data Entry Time Allocated 29

6.

COLLABORATIVE LEADERSHIP

 School Administrator leadership team: is an active collaborative participant on the school  Beyond support, cooperation and communication  Managing resources for effective, sustainable implementation  Team members share roles, responsibilities…and celebrations 30

TIER 2: TARGETED PBS

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TARGETED TIER 2 PBS COMPONENTS  Similar components to academics:  Collaborative team that meets regularly  Decision rules for entering & exiting  Intervention “automatic” and components linked to school-wide system  Data for decision-making 32

TIER 3: INTENSIVE PBS

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INTENSIVE TIER 3 PBS COMPONENTS  Team formation includes parent/caregiver and those who best know the student  Team meets to develop plan within 2 weeks of student meeting Tier 3 criteria  Decision rules for entering & exiting  Intervention components:  Reflect cultural considerations  Informed by functional assessment data  Include elements of effective instruction  Link to School-wide Tier 1 supports  Extend or expand Tier 2 supports  Data for decision-making 34

WITHOUT A STRONG TIER 1, YOU’LL JUST DRIVE YOURSELF CRAZY!

Quotes from : Implementers

I GET IT. YOU CAN’T FIX THE FISH UNTIL YOU CLEAN THE WATER!

WE USED TO TALK ABOUT BEHAVIOR ALL THE TIME. NOW WE CAN TALK ABOUT SCIENCE !

INITIAL SWPBS IMPLEMENTATION STEPS  Form a representative building planning team, including an administrator, that meets regularly to determine action steps with problem definition, problem analysis and a goal statement based on data collected and reviewed.

 The building planning team integrates PBS action plan steps with other building initiatives/goals.

 Plan for ongoing staff development and stakeholder two-way communication.

 Develop and define school-wide expectations with involvement of all stakeholders : students, families, cafeteria personnel, bus drivers… 36

INITIAL STEPS …CONTINUED    Determine settings and develop rules that match expectations for each setting.

Develop setting lesson plans.

Develop proactive systems of encouragement and correction and materials for implementation.

 Develop procedures for office discipline referrals and forms.

 Develop schedule of school-wide instruction.

 Develop setting specific posters of expectations.

 Team regularly examines disaggregated data to inform action planning.

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Q&A BE FORE A S S E SSING T E A M IM PLE MENTATION 38

HAPPY MTSS IMPLEMENTATION!

MARIE KOBAYASHI KAREN STINE

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