Developing an Organizational Structure

1. Developing an Organizational Structure Dr. G. Roy Mayer

2. Why Have a Schoolwide Positive Behavior Support (PBS) Team? • It is impossible for one staff member to develop, implement, maintain a schoolwide discipline program. It takes a team • Involvement promotes change • Members share varied perspectives, set priorities, and help support other staff members

3. Why Have a Schoolwide PBS Team? (cont) • Multiple models are available • More individualized training of team members is possible • Closer monitoring and supervision of pilot programs are possible

4. Schoolwide PBS Team Responsibilities • Assess the need of staff • Develop a comprehensive school plan based on factors that contribute to problem behaviors • Setting priorities • Identifying needed strategies, staff training, and resources

5. Schoolwide PBS Team Responsibilities (cont) • Overseeing and assisting with staff training • Overseeing program implementation and evaluation • Sharing outcomes and making program modifications as necessary

6. Schoolwide PBS Team Membership • Two to five teachers • School principal • Pupil services personnel • Students • Parents • Classified staff • Community members • Others as needed

7. Which Teachers Serve on the Team? • Will try new ideas and share them • Will commit the time to work with those on team • Will assist others • Will allow observers in their classroom • Will pilot test new strategies • Others listen to and ask for their advice

8. Advantages of Teachers Serving on the Team • Both tutor and tutee gain • Similarity is increased • More models

9. Why Must a Principal Serve on the Team? • School vandalism study • Parent study (25% vs. 100%) • Institutional study • Must have on-going support

10. Why Have Pupil Services Personnel on the Team? • Have valuable expertise in addressing behaviors • Can consult with staff in implementing programs • Can help coordinate program activities

11. Why Have Students on the Team? • Perceptions are critical to the team • Programs are better accepted, supported, and enforced by students when they are involved in planning

12. Which Students Serve on the Team? • Representative of all student groups • Highly respected by respective peer groups • Committed to providing time and energy

13. Include Parent Members • Key to obtaining community acceptance and support for program • Offer community perspective • Select those who are respected leaders in the community

14. Why Include Classified Staff?(School secretary, custodian, aides, etc.) • Each have a unique perspective and understanding of campus needs • School secretary controls flow of information

15. Why Include Community Members? • Law enforcement and other civic leaders can help improve learning environment • School/community partnerships are key to sustaining the effort

16. Why and When to Include Others on the Team? • Inclusion depends on area being addressed (e.g., attendance, bus behavior, playground behavior, lunch area behavior, vandalism)

17. Purpose Statement of Team Develop a simple, clear, and positive purpose statement for the team: We the staff, student, and parents of Progressive School are committed to helping all students acquire the academic, social, and behavioral skills necessary to become productive citizens now and in the future. All students have the right to learn these skills in a safe, caring, and respectful environment.

18. Does Your Team Include…? • Two to five teachers (depending on size of school) • School principal • Pupil services personnel • Students • Parents • Classified staff • Community members • Others as needed

19. Developed by: Institute on Violence & Destructive Behavior, University of Oregon (1999) • Intensive social skills training • Individual behavior management plans • Parent training and collaboration • Multi-agency collaboration (wrap-around) services Targeted/ Intensive (High-risk students) Individual Interventions (3-5%) • Intensive social skills training • Self-management programs • Parent training and collaboration • Adult mentors (check-in) • Increased academic support Selected (At-risk Students) Classroom & Small Group Strategies (7-10% of students) • Social skills training • Positive, proactive discipline • Teaching school behavior expectations • Active supervision and monitoring • Positive reinforcement systems • Firm, fair, and corrective discipline Universal (All Students) School-wide Systems of Support (85-90% of students)

20. Establishing a Student Success Team (SST) • The programs developed by the schoolwide discipline and climate team (PBST) will address or prevent about 85% to 90% of the students, and early interventions will address about an additional 7% to 10% of the students.

21. Establishing a Student Success Team (SST) cont • The SST needs to be developed to address students needing early interventions and the remaining 1% to 7% of the students • One to 7% of the students are associated with about 50% of the behavior problems in a school

22. SST Responsibilities • Design intensive & early intervention programs for students who are at-risk for severe academic or behavioral problems • Conduct proactive, regular student screening & identification in the early grades to facilitate early detection of antisocial behavior (Look for characteristics of students who may need SST help) See Handout E

23. SST Responsibilities (cont) • Conduct proactive, regular screening & identification in grades 6 and above • Look at office referrals - they can serve as reliable predictors of aggression & dropping out • Conduct a comprehensive social skills assessment for identified students

24. SST Responsibilities (cont) Arrange access to individuals who have established behavioral expertise enabling them to: • Functionally assess situations • Build proactive behavior support plans • Develop social skill lesson plans • Collect & interpret behavioral data • Establish & implement crisis intervention strategies • Train & provide support for involved staff & parents

25. SST Responsibilities (cont) • Arrange a structure so those who have regular contact with the student can meet together with the behavioral expert to plan the intervention & support program • Involve the family, the student, and community resources

26. SST Responsibilities (cont) • Evaluate progress & procedures in place • Ensure high fidelity implementation & continued support Although tempting, simple solutions, one-shot efforts are not sufficient! It takes a systematic, proactive, sustained, effective, & integrated approach to address serious behavior problems.

27. SST Members & Skills Several members of the SST should overlap with the school discipline team to facilitate coordination & sharing of information

28. SST Members & Skills (cont) The SST needs to have members containing the following areas of expertise: • Diagnosing mental health problems • Evaluating academic difficulties • Conducting a functional assessments • Designing positive behavioral interventions • Consulting with & supporting school staff, students, and parents • Coordinating school & community services • Collaborating with students & families

29. Comparing the PBST with the SST   • See Handout E

30. Home and School Factors Contributing to Antisocial Behavior • Coercive Punitive Environment • Inconsistent Application of Consequence • Rules Unclear and Inconsistent • Little or no Acknowledgement of Appropriate Behavior • Misuse of Behavior Management Procedures • Rejection

31. Additional Factors Contributing to Antisocial Behavior Home: • Low Monitoring of Child • Low Affection • Personal Problems School: • Little Individualization in Teaching Social Skills • Mismatch of Instructional Materials

32. Thus, it should come as no surprise that a recent Federal publication stated: “Studies indicate that approximately four of every five disruptive students can be traced to some dysfunction in the way schools are organized, staff members trained, or schools are run.” (U.S. Department of Education, 2000).

33. Teacher Impact on Students “I’ve come to the frightening conclusion that I am the decisive element in the classroom. It’s my personal approach that creates the climates. It’s my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child’s life miserable or joyous.” (Epachin et al., 1994).