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Overview of the Eight Steps Planning Guide School-Wide Positive Behavior Support

Overview of the Eight Steps Planning Guide School-Wide Positive Behavior Support. Adapted from - George Sugai. 46. STEP 1 - Establish Team Membership. Representative of demographics of school and community 1-2 individuals with behavior/classroom management competence

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Overview of the Eight Steps Planning Guide School-Wide Positive Behavior Support

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  1. Overview of the Eight Steps Planning Guide School-Wide Positive Behavior Support Adapted from - George Sugai

  2. 46 STEP 1 - Establish Team Membership • Representative of demographics of school and community • 1-2 individuals with behavior/classroom management competence • Administrator active member • Schedule for presenting to whole staff at least monthly • Schedule for team meetings at least monthly • Integration with other behavior related initiatives and programs • Appropriate priority relative to school and district goals • Rules and agreements established regarding voting, confidentiality and privacy, conflict/problem solving, record-keeping, etc. • Schedule for annual self-assessments • Self-Assessment Survey • Review Office Discipline Referrals • Benchmarks of Quality • School-wide Evaluation Tool • Coaching support (school and/or district/region)

  3. Team GENERAL IMPLEMENTATION PROCESS Agreements Data-based Action Plan Evaluation Implementation

  4. Statement of Behavior Purpose 3-4 Year Commitment 3-Tiered Prevention Logic Top 3 School- Wide Initiatives Agreements & Supports Administrative Participation Coaching & Facilitation Dedicated Resources & Time

  5. 52 STEP 2 – Develop Behavior Purpose Statement • Positively stated • 2-3 sentences in length • Supportive of academic achievement • Contextually/culturally appropriate (e.g., age, level, language) • Comprehensive in scope (school-wide – ALL students, staff, and settings) • Agreement by >80% faculty and staff • Communicated to stakeholders (e.g., families, community members, district administrators) • Included in school publications (e.g., handbook, posters, newsletters)

  6. Sample Behavior Statements Ex. 1 Lincoln School is a community of learners and teachers. We are here to learn, grow, and become good citizens. Ex. 2 At West Middle School, we treat each other with respect, take responsibility for our learning, and strive for a safe and positive school for all! A

  7. 54 STEP 3 – Identify Positive SW Expectations • Linked to social culture of school (e.g., community, mascot). • Considerate of social skills and rules that already exists. • 3-5 in number • 1-3 words per expectation • Positively stated • Supportive of academic achievement • Comprehensive in scope (school-wide – ALL students, staff, and settings) • Mutually exclusive (minimal overlap) • Contextually/culturally appropriate (e.g., age, level, language) • Agreement by >80% faculty and staff • Communicated to stakeholders (e.g., families, community members, district administrators) • Included in school publications (e.g., handbook, posters, newsletters)

  8. Redesign Learning & Teaching Environment School Rules NO Food NO Weapons NO Backpacks NO Drugs/Smoking NO Bullying

  9. STEP 4 – Develop Lesson Plan for Teaching SW Positive Expectations 61 j • Considerate of main school settings and contexts (e.g., classroom, common areas, hallways, cafeteria, bus) • Considerate of lessons that already exists. • Specification of 2-3 positive observable behavior examples for each expectation and each setting/context. • Teach social behavior like academic skills. • Involvement by staff, students, families in development • Contextually/culturally appropriate (e.g., age, level, language) • Schedule for initial instruction in natural and typical contexts • Schedule for regular review, practice, and follow-up instruction • Prompts, reminders, or precorrections for display of behaviors in natural contexts and settings • Feedback (corrections and positive acknowledgements) for displays of behaviors in natural contexts and settings • Procedures for providing instruction to new faculty, staff, students • Procedures for informing others (e.g. families, community, district administrators, substitute teachers & staff) • Agreement by >80% faculty and staff • Schedule for continuous evaluation of effectiveness, efficiency, and relevance of teaching • Procedures in place for identifying and supporting students whose behaviors do not respond to teaching school-wide behavior expectations • Included in school publications (e.g., handbooks)

  10. ADJUST for Efficiency DEFINE Simply MONITOR & ACKNOWLEDGE Continuously MODEL PRACTICE In Setting 57 Teaching Academics & Behaviors

  11. 58 2. NATURAL CONTEXT 1. SOCIAL SKILL Expectations 3. BEHAVIOR EXAMPLES

  12. 64 STEP 5 – Develop Lesson Plans for Teaching Positive CW Expectations • School-wide action plan for classroom management practices and procedures based on results from Classroom Self-Assessment • Definitions and processes for responding to classroom versus office-managed (minor) or administrator-managed (major) violations of behavior expectations. • Teaching matrix, procedures, and schedules developed for teaching school-wide behavior expectations in typical classroom contexts and routines. • Data system in place to monitor office discipline referral that come from classrooms • Procedures in place for obtaining behavior support for students whose behaviors are not responsive to classroom-wide management • Prompts (reminders and precorrections) for display of behaviors in natural contexts and routines • Feedback (corrections and positive acknowledgements) for displays of behaviors in natural contexts and routines • Involvement by staff, students, and families in development • Contextually/culturally appropriate (e.g., age, level, language) • Schedule for initial instruction • Schedule for regular review, practice, follow-up instruction • Agreement by >80% faculty and staff • Schedule for continuous evaluation of effectiveness, efficiency, and relevance of teaching • Included in school publications (e.g., handbooks)

  13. 1. SOCIAL SKILL 2. NATURAL CONTEXT 3. BEHAVIOR EXAMPLES

  14. 67 STEP 6 – Develop Continuum of Procedures for Encouraging SW Expectations • School-wide action plan for classroom management practices and procedures based on results from Classroom Self-Assessment • Definitions and processes for responding to classroom versus office-managed (minor) or administrator-managed (major) violations of behavior expectations. • Teaching matrix, procedures, and schedules developed for teaching school-wide behavior expectations in typical classroom contexts and routines. • Data system in place to monitor office discipline referral that come from classrooms • Procedures in place for obtaining behavior support for students whose behaviors are not responsive to classroom-wide management • Prompts (reminders and precorrections) for display of behaviors in natural contexts and routines • Feedback (corrections and positive acknowledgements) for displays of behaviors in natural contexts and routines • Involvement by staff, students, and families in development • Contextually/culturally appropriate (e.g., age, level, language) • Schedule for initial instruction • Schedule for regular review, practice, follow-up instruction • Agreement by >80% faculty and staff • Schedule for continuous evaluation of effectiveness, efficiency, and relevance of teaching • Included in school publications (e.g., handbooks)

  15. Schoolwide “quick” acknowledgementsRewards that are quickly presented in the presence of the behavior

  16. STEP 7 – Develop Continuum of Procedures for Discouraging Behavior Rule Violations • Specification of Definitions for Violations of School-wide Behavior Expectations • Contextually appropriate labels/names • Definitions represent continuum of severity (e.g., minor, major, illegal) • Definitions comprehensive in scope (school-wide) • Definitions in measurable terms • Mutually exclusive (minimal overlap) • Specification of Procedures for Processing Violations of School-wide Behavior Expectations • Agreement regarding office staff versus teacher/staff responsibilities • Office discipline form for tracking discipline events • Agreement regarding options for continuum of consequences • Data decision rules for intervention and support selection 70 F

  17. STEP 7 – Develop Continuum of Procedures for Discouraging Behavior Rule Violations – cont. 3. Implementation of Procedures • Use by all staff (e.g., office, security, supervisors, bus drivers) • Schedule for teaching to students and staff members • Schedule for regular review of use and effectiveness • Procedures for providing orientation to new faculty, staff, students • Procedures for informing others (e.g. families, community, district administrators, substitute teachers & staff) • Agreement by >80% faculty and staff • Included in school publications (e.g., handbooks) • Means for keeping track of number of acknowledgements versus number of disciplinary or corrective actions for violations of behavior expectations. • Schedule and procedures for regular review and enhancement of acknowledgements. • Schedule for daily, weekly, monthly, quarterly feedback to students and staff • Included in school publications (e.g., handbook, posters, newsletters) • Procedures in place for identifying and supporting students whose behaviors do not respond to school-wide continuum of consequences for violations of behavior expectations

  18. Team GENERAL IMPLEMENTATION PROCESS Agreements Data-based Action Plan Evaluation Implementation

  19. 18 Team Managed Staff Acknowledgements Effective Practices Implementation Continuous Monitoring Administrator Participation Staff Training & Support FCPS CO PBS

  20. 77 STEP 8 – Develop Procedures for Data-Based Decision-Making & Monitoring • General data collection procedures • Data collection procedures that are integrated into typical routines (e.g., office discipline referrals, attendance rolls, behavior incident reports). • Data collection procedures regularly checked for accuracy of use • Data collection limited to information that answers important student, classroom, and school questions • Structures and routines for staff members to receive weekly/monthly data reports about the status of school-wide discipline • Decision rules for guiding data analysis and actions • Schedule for daily, weekly, monthly, quarterly feedback to students and staff • Data system managed by 2-3 staff members • No more than 1% of time each day for managing data system. • Efficient, timely, and graphic displays of data • Office discipline referral procedures • Agreed upon definitions of violations of behavior expectations organized in a continuum of increasing intensity (see Step 7). • A form for documenting noteworthy behavior incidents (e.g., office discipline referral form, behavior incident report) • School-wide procedures for processing or responding to violations of behavior expectations. • Efficient and user-friendly procedures for inputting and storing information • Efficient and user-friendly procedures for summarizing and analyzing information. • Efficient and user-friendly procedures for producing visual displays of the data. • Procedures for presenting data to staff on routine basis. • Procedures for making decisions and developing actions based on the data.

  21. Office Discipline Referrals • Definition • Kid-Teacher-Administrator interaction • Underestimation of actual behavior • Improving usefulness & value • Clear, mutually exclusive, exhaustive definitions • Distinction between office v. classroom managed • Continuum of behavior support • Positive school-wide foundations • W/in school comparisons

  22. “80% Rule” • Apply triangle to adult behavior! • Regularly acknowledge staff behavior • Individualized intervention for nonresponders • Administrative responsibility

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