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Supporting Positive Behaviour in Alberta Schools. Dwaine M Souveny Central Alberta Regional Consortium 2010-2011. Supporting Positive Behaviour in Alberta Schools Key Element # 10 Action Planning: for Schools and Individuals June 21, 2011. Dwaine M Souveny

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supporting positive behaviour in alberta schools

Supporting Positive Behaviour in Alberta Schools

Dwaine M Souveny

Central Alberta Regional Consortium

2010-2011

D.M. Souveny Action Planning

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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

supporting positive behaviour in alberta schools 2008
Supporting Positive BehaviourIn Alberta Schools (2008)
  • A School Wide Approach
  • A Classroom Approach
  • An Intensive Individualized Approach

D.M. Souveny Action Planning

supporting positive behaviour in alberta schools1
Supporting Positive BehaviourIn Alberta Schools

10 Key Elements

D.M. Souveny Action Planning

supporting positive behaviour in alberta schools 10 key elements

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

supporting positive behaviour in alberta schools2

Supporting Positive Behaviour in Alberta Schools

Key Element Ten:

Action Planning

For Schools and Individuals

D.M. Souveny Action Planning

step 1 develop a core team
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

step 2 assess the school s current culture strengths and needs
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

step 2 assess the school s current culture strengths and needs1
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

step 3 build staff consensus
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

step 4 choose a focus
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

choose a focus
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

step 5 develop an action plan
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

setting goals
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

targeted supports
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

goal setting
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

step 6 communicate the plan
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

steps for success
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

step 7 implement monitor and evaluate results of the action plan
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

individual behaviour support plan
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

the goods model of coaching
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

believe
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

supporting positive behaviour in alberta schools review information invite a friend
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