June 2011 Positive school climate amp positive behavior supports ACTIVITY Write specific examples of the following Commitment to partnerships with families and the community to improve students academic and behavior achievement ID: 172579
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UCSummer InstituteJune2011
Positive
school
climate &
positive behavior supportsSlide2
ACTIVITYWrite specific examples of the following: Commitment to partnerships with families and the community to improve students’ academic and behavior achievement
Practices address the needs of all learners, including children with disabilities and children identified as gifted and talented
Learner supports are customized in ways to make content relevant and enable learning for language, culture, and other forms of student diversity
Systems are in place for positive behavior support practices across tiers
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Commitment to partnerships with families and the community to improve students’ academic and behavior achievementA.
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The Importance and Impactof Engaging FamiliesIncreased sense of communityBetter attendance and homework completionFewer placements in special education
More positive attitudes and behavior
Higher graduation rates
Greater enrollment in postsecondary education
Higher expectations & achievement
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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)
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Ways to Encourage & SupportFamily InvolvementFrom The Comprehensive Evaluation for Family Engagement:Does your school say welcome?Is your school engaging for ALL families?Is community outreach occurring?
Constantino, 2003
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Examples include . . . . Collaborative decision making with diverse families by:understanding how culture shapes values, beliefs, behaviors and communicationCultural ReciprocityUse of Cultural Brokers/interpretersGathering 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
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Practices address the needs of all learners, including children with disabilities and children identified as gifted and talentedB.
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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 diversityUse of the students' native language and English for instructionCross-culturally competent/sensitive teaching (i.e. teachers familiar with beliefs, values, cultural practices, etc. that may impact behavior and academic success)
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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 usedUse 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
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Systems are in place for positive behavior support practices across tiersD.
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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.
Guiding Principles of
SWPBS
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A framework for enhancing adoption & implementation ofA continuum of evidence-based interventions to achieveAcademically & behaviorally important outcomes forAll students!School-wide PBS is…
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Core components of tier 1: school-wide16Slide17
Clear ExpectationsComprehensive InstructionConsistent Systems for Encouragement of Expectable Behavior & Correction of Behavior ErrorsC
ommunity
C
onnections
Computer Data System to Inform DecisionsC
ollaborative Leadership
C
ore
c
omponents
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3-5 overarching behavioral expectationsAgreed uponDefined for all settings/locationsClearly communicatedOvertly taught in all settingsUnderstood by allPosted and distributed widelyConsistently demonstrated and implemented by all adults
1.
CLEAR expectations
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NON- ExampleExample1. CLEAR
EXPECTATIONS
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Through Specifically Designed Lesson PlansInstruction Provided To All StudentsKick-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
2
.
Comprehensive instruction
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Teaching behaviors Non-exampleNo elbowing othersNo kicking
No hitting
No pinching
No shoving
No grabbingEtc. . .
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. . .
Playground Behavior:
Be Respectful…
Academic Skill:
Addition
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Hands and feet to selfUse kind words
2+2 = 4
Playground Behavior:
Be Respectful…
Academic Skill:
Addition
Teaching Behaviors
Example
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NON- ExampleExample2. Comprehensive instruction
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Targeted for each and every studentAcknowledge immediately after expectable behavior occursName the behavior and expectation observedGive 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
3a.
Consistent acknowledgment system
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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
Positive Reinforcement…
BRIBERY
INCENTIVE
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NON- ExampleExample3a. Consistent acknowledgment system
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Include which problem behaviors will be class-managed and which will be office-managedTimely corrective response
to problem behavior
Link correction and re-teaching to:
School-wide
expectations
System for
teaching
expectations
Acknowledgment
system
The
function
of the misbehavior
3b.
Consistent correction system
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Establishing relationships with studentsLearning about each studentSeeking input from parent/families in determining school-wide components and in Tier 3 intervention planningInvolving student/family stakeholders on school leadership teamRoutinely examining disaggregated data to ensure cultural considerations/responsiveness in collaborative action planning4.
Community Connections
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Critical System ComponentsEfficient data entry and report generationGraphing capability:Per day per monthLocation
Time of Day
Problem behavior
Student
Ethnicity
Essential Considerations
ODR Form includes: date, clock time, location & possible function
Coherent ODR Procedure
Data Entry Time Allocated
5.
Computer data system
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School Administrator is an active collaborative participant on the school leadership team:Beyond support, cooperation and communicationManaging resources for effective, sustainable implementation
Team members
share roles, responsibilities…and celebrations
6
.
Collaborative leadership
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tier 2:Targeted PBS31Slide32
Similar components to academics:Collaborative team that meets regularly Decision rules for entering & exitingIntervention “automatic” and components linked to school-wide systemData for decision-makingTargeted tier 2 PBS Components
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tier 3:Intensive PBS33Slide34
Team formation includes parent/caregiver and those who best know the studentTeam meets to develop plan within 2 weeks of student meeting Tier 3 criteriaDecision rules for entering & exitingIntervention components:Reflect cultural considerationsInformed 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
Intensive Tier 3
PBS Components
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QuotesfromImplementers:Without A strong Tier 1, You’ll just drive yourself crazy!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!Slide36
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…
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Initial Steps…continuedDetermine 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&ABEFOREASSESSINGTEAMIMPLEMENTATION
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Happy MTSS implementation!Marie KobayashiKaren stine
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