Supporting Positive Behaviour in Alberta Schools

1. Supporting Positive Behaviour in Alberta Schools Dwaine M Souveny Central Alberta Regional Consortium 2010-2011 D.M. Souveny Action Planning

2. Supporting Positive Behaviour in Alberta SchoolsKey Element # 10Action Planning:for Schools and IndividualsJune 21, 2011 Dwaine M Souveny Central Alberta Regional Consortium 2010-2011 D.M. Souveny Action Planning

3. Supporting Positive BehaviourIn Alberta Schools (2008) • A School Wide Approach • A Classroom Approach • An Intensive Individualized Approach D.M. Souveny Action Planning

4. Supporting Positive BehaviourIn Alberta Schools 10 Key Elements D.M. Souveny Action Planning

5. Supporting Positive Behaviour in Alberta Schools10 Key Elements Key Element 1: Positive Relationships Key Element 2: Learning Environment Key Element 3: Differentiated Instruction (DI) Key Element 4: Understanding Student Behaviour Key Element 5: Social Skills Instruction Key Element 6: Positive Reinforcement Key Element 7: Fair and Predictable Consequences Key Element 8: Collaborative Teamwork/Leadership and the Wrap Around Process Key Element 9: Data-driven Decision Making Key Element 10: Action Planning D.M. Souveny Action Planning

6. Supporting Positive Behaviour in Alberta Schools Key Element Ten: Action Planning For Schools and Individuals D.M. Souveny Action Planning

7. Action Plan for School Change

8. Step 1: Develop a Core Team Change requires a core team of dedicated staff members • Who: • Coordinate data collection • Use data to make decisions • Develop an action plan based upon data • Use student and staff data to refine and evaluate their efforts D.M. Souveny Action Planning

9. Step 2: Assess the School’s Current Culture, Strengths, and Needs A comprehensive school assessment generally involves two or three sources of data. Where and how would you collect this data? D.M. Souveny Action Planning

10. Step 2: Assess the School’s Current Culture, Strengths, and Needs Possible sources of data: • Survey of staff, students, and parents • Staff observations and discussions • Facilitated sessions with staff • Data that is already available D.M. Souveny Action Planning

11. Step 3: Build Staff Consensus • Success of a positive behaviour approach depends on the active participation of the member of the school community. • Staff should have leadership roles • For success, at least 80% of the staff must acknowledge the problem and commit to sustained involvement over the long term. D.M. Souveny Action Planning

12. Step 4: Choose a Focus • Schools need to focus on goals and related strategies that are clearly identified by the data and that all staff support. • Concentrating on a few big ideas and translating these into measureable goals provides a good starting point D.M. Souveny Action Planning

13. Choose a focus A Principal’s Story (A School Wide Approach pp. 83) The HA HA SO technique for bullying What are some important features of this story for Action Planning? D.M. Souveny Action Planning

14. Step 5: Develop an Action Plan Action plans define tasks, time lines, and responsibilities Sample tasks might include: • Define behavioural expectations: Understand student’s behaviour • Establish Positive relationships • Modify classroom environment • Teach specified behaviours/social skills • Establish positive & negative consequences • Monitor behaviour patterns – data driven decisions • Work together as a team D.M. Souveny Action Planning

15. Setting Goals Data collected can be used to set a maximum of 3 to 4 measureable goals. Goals should be: • Be immediately useful • Lead to other related and/or more important or complex skills • Help students acquire greater independence and adopt more socially acceptable behaviours • Stated in positive terms according to what is hoped to be achieved D.M. Souveny Action Planning

16. Targeted Supports Individual goal setting: -To begin the process, clearly describe the specific behaviours that need to be increased or decreased to achieve success. • Identify what new behaviours have to be learned • Make a plan that addresses a manageable number of goals. D.M. Souveny Action Planning

17. Goal Setting • Select an area of improvement • Define the goals • Decide on criteria for goals • Discuss goals with student and parents • Establish a system of reinforcement • Monitor and modify intervention D.M. Souveny Action Planning

18. Step 6: Communicate the Plan • All students must be aware of and understand the school behavioural goals • Communicating the behavioural plan is crucial to students, parents, and staff D.M. Souveny Action Planning

19. Creating Choices With Creative Consequences D.M. Souveny Action Planning

20. Steps for Success Identify: • What steps need to be taken • Who is going to take them • When they will be taken D.M. Souveny Action Planning

21. Step 7: Implement, Monitor, and Evaluate Results of the Action Plan • Implement -educate, refresh, and assess • Monitor and Evaluate -set up systems to collect data to evaluate D.M. Souveny Action Planning

22. Individual Behaviour Support Plan Most severe students require additional intensive and individualized strategies and support. Steps to Complete an individual behaviour support plan: • Parent involvement • Understand the function of the behaviour • Determine priorities • Understand warning signs and plans for defusing • Identify positive supports • Develop the roles of peers • Identify if any additional support is necessary D.M. Souveny Action Planning

23. The GOODS Modelof Coaching Goal: What is the goal? • For the student • For the team Options: • What are the students strengths- what are the teams strengths? • What options or strategies are you going to use to achieve the desired goal? Obstacles: What challenges might present themselves that could work against obtainingyour goal? Do it:What actions or steps are you going to take to achieve your goal? Success:What will success look like when you have achieved it? GOOD Model based on J.E. Auerbach GOODS Model as adapted by Wolf Creek Student Services D.M. Souveny Action Planning

24. Believe Establish the relationship Develop a plan Understand the child Modify the classroom Differentiate Instruction Teach social skills Create choices through creative consequences Use data-driven decision making Get Support Believe D.M. Souveny Action Planning

25. Supporting Positive Behaviourin Alberta Schools….review information & invite a friend All 10 Key Elements of this series are available at the Central Alberta Regional Consortium website Email or phone me 403 506 7091 dynamicdevelopment@shaw.ca D.M. Souveny Action Planning