positive behavior support technical assistance day n.
Download
Skip this Video
Loading SlideShow in 5 Seconds..
Positive Behavior Support Technical Assistance Day PowerPoint Presentation
Download Presentation
Positive Behavior Support Technical Assistance Day

Loading in 2 Seconds...

play fullscreen
1 / 38

Positive Behavior Support Technical Assistance Day - PowerPoint PPT Presentation


  • 114 Views
  • Uploaded on

Positive Behavior Support Technical Assistance Day. Louisiana Positive Behavior Support Project. Expectations. Be Respectful. Positive Behavior Support. Be an active listener. Be Responsible. Manage time wisely during activities & breaks (silence cell phones). Be Positive.

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about 'Positive Behavior Support Technical Assistance Day' - nasim-barron


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
positive behavior support technical assistance day

Positive Behavior Support Technical Assistance Day

Louisiana Positive Behavior Support Project

expectations
Expectations

Be Respectful

Positive Behavior Support

Be an active listener

Be Responsible

Manage time wisely during activities & breaks (silence cell phones)

Be Positive

Work smarter, not harder

welcome
Welcome!
  • Celebrate!
  • Agenda
  • Materials
  • Report Card
  • Session Instructions/Notes
session 1 monthly meetings
Session 1:Monthly Meetings
  • No agenda is prepared
  • People get off task
  • No one establishes meeting dates
  • No one shows for meetings
  • 1 or 2 people do all of the work
strategies for meetings
Strategies for Meetings

No agenda is prepared

  • Team Leader/Coach can set agenda
  • Use agenda template to guide conversation

(examples provided)

  • Begin next meeting’s agenda at the previous one

People get off task

  • Identify time keeper
  • Remain focused on positive
  • Divide & Conquer Method
slide6

No one establishes meeting dates

No one shows for meetings

  • Set a schedule (team leader)
  • Identify who will send out reminders
  • Scheduling Creativity (all PBS team members are off at same time, grade level meetings, set aside 2 full days at beginning of school year)
slide7

1 or 2 people do all of the work

  • Always remind people of their

“homework” before they leave a meeting

  • Rotate responsibilities on team
  • Recruit people to help & remove others who don’t contribute; rotate team members each year

Other Considerations

  • How are new team members going to be trained/taught about PBS elements?
  • Who is going to provide data so that your team can make decisions?
  • Team Process Survey provided on flash drive to assess how well your team is functioning
session 2 adult behavior
Session 2:Adult Behavior
  • Teachers aren’t motivated
  • Some teachers still scream at kids & escalate behavior
strategies for adult behavior
Strategies forAdult Behavior

Teachers aren’t motivated

  • Show them the data! (staff satisfaction survey provided), # of referrals
  • Get out of school! Faculty Retreat
  • Divide & Conquer Method
  • Make PBS Fun!!
  • Create a reinforcement system for adults & model!

(tickets/bucks, attendance, lessons, parking, gift cards, duty free, faculty luncheon, etc.)

strategies for adult behavior1
Strategies forAdult Behavior

Some teachers still scream at kids & escalate behavior

  • Possible topics for in-service/grade level/faculty meetings:
    • Importance of modeling behavior (speech & actions)
    • Escalation vs De-escalation
    • Classroom Management
  • Role Play!
  • Peer Observations
  • “Open Door” Policy/Administrator Presence
session 3 expectations rules
Session 3:Expectations & Rules
  • Consistency with how to teach expectations and rules
  • Students knew at first, but now seem to have forgotten
  • Adults aren’t consistent when using
strategies for expectations rules
Strategies forExpectations & Rules

Consistency with how to teach expectations and rules

  • Develop a schedule and script (teach continually)
  • Teach in context of area
  • Let students practice!
  • May want to take pictures and place by your rules
slide13

Students knew at first, but now seem to have forgotten

  • Morning announcements & Student Rap!
  • A few, positively stated rules!

Adults aren’t consistent when using

  • Align expectations with rules and post accordingly in all areas
  • Make administrator presence known
  • Reinforcement system!
slide14

Other Considerations for Expect. & Rules

  • Add adult responsibilities on posters
  • Classroom rules??? Consider having faculty bring to meeting
  • Use short corrections

-“Zip and Flip”: quiet & fold arms

-“HOT”: here on time

- “SALAMI”: stop and look at me

- “CLAYGO”: clean as you go

- “Hips, Lips, Ears”: hands by your side, quiet, ears open for instruction

team time
Team Time

Critical Elements 1-4 on Action Plan

35 minutes

BOQ

PBS Team (1-4),

Faculty Commitment (5-7),

Expectations & Rules Developed (20-24)

FLASH DRIVE

Agenda Templates

Team Process Survey

session 4 lessons reinforcements
Session 4:Lessons & Reinforcements

LESSONS

  • How do I fit it in to the schedule?
  • Who determines what the lessons are and for how long?
  • Who delivers the lessons?
slide17
REINFORCEMENTS:
  • Faculty are giving out too easily (or not at all) and for the wrong reasons
  • Too costly
  • “Better/quiet” students are complaining because they never get a buck/cash/ticket
  • Students have no idea why they

are getting bucks/cash/tickets

strategies for lessons
Strategies for Lessons

How do I fit it in to the schedule?

  • Set a schedule & script (example)
  • Discuss frequency of lessons

Who determines what the lessons are and for how long?

  • Use what you have for booster lessons(Second Chance, Too Good for Drugs/Too Good for Violence, Character Counts)
  • Look at your data to determine problem behaviors
slide19

Who delivers the lessons?

  • Varies by school-be cautious!
  • Make administrator presence known
strategies for reinforcement
Strategies forReinforcement

Faculty are giving out too easily (or not at all) and for the wrong reasons

  • In-service on the importance of praise & how to deliver a reinforcement
  • Consider a limit for how bucks/tickets teachers can hand out
  • Reinforce the students for adult-contingent behavior

“Better/quiet” students are complaining because they never get a buck/cash/ticket

  • Popsicle sticks
  • Levels of reinforcement (it’s not all about a buck!)
slide21

Students have no idea why they are getting bucks/cash/tickets

  • Connect back to expectations (print out on)
  • Verbalize and have them restate

Other Considerations:

  • Reinforcement menu should be posted!
  • Classroom vs. school-wide
  • Ask students what they want & vary (FOCUS GROUP)
  • Dress Code, Tardies, Dances, Sporting Events, etc., Social Time, Game Room
  • Ties back in to faculty reinforcement system
  • Drawing for teachers of those students who turned in bucks
strategies for stores
Strategies forStores
  • Filing cabinet, actual room, rolling store
  • Offer varying increments ($1, $5, $10)
  • Solicit the community for donations or

have staff bring in non-used items from

home

session 5 data
Session 5:Data
  • Our system’s data system is too difficult to use!
  • No one brings the data
  • We don’t have time to look at the data during the meetings
  • What do we do with the data?
strategies for data
Strategies for Data

Our system’s data system is too difficult to use!

  • Find someone in the technology dept. at the school board to help simplify it
  • www.swis.org is an option ($250/school year)
  • Use excel or www.surveymonkey.com

No one brings the data

  • Should be one of the team member’s responsibility

We don’t have time to look at the data during the meetings

  • Your data should drive your PBS meetings
slide25

What do we do with the data?

  • Always share with the faculty (meetings, Blackboard, posters)
  • Have the kids get involved!
  • Try to examine:

*Time of Day *Referrals/Student

*By Teacher *By incident

*Location *Total # of Referrals/Day/Month

team time1
Team Time

Critical Elements 5-8 on Action Plan

35 minutes

BOQ

Lesson Plans for Teaching (33-38)

Reward/Recognition (25-32)

DATA ENTRY (15-19)

FLASH DRIVE

Lesson Plan Template

session 6 discipline interventions
Session 6: Discipline & Interventions
  • Faculty doesn’t follow flow chart/interventions/minor infraction forms
  • Faculty is inconsistent when applying consequences
slide29

Faculty doesn’t follow flow chart/interventions/minor infraction forms

  • In-service on minor infraction forms (focus on choices for interventions)
  • May need to modify form (examples provided)
  • Make sure you have identified minor vs. major behavior—flow chart should be posted
  • What is the administrator’s response?
strategies for discipline
Strategies for Discipline

Faculty is inconsistent when applying consequences

  • Establish need for consistency (parents, accountability, students)
  • Give updates (data) at faculty meetings!
  • If teachers aren’t following process,

what is being done about it?

slide31

Other Considerations:

  • Dress code & consistency—administrators can keep a checklist!
  • Announce to perform dress code check after morning announcements
  • Reinforce where your problem behaviors occur most often
  • Find out the function of the behavior (tardies, dress, etc.)
  • Post it in office/walls/let student know
  • Behavior chart considerations
session 7 implementation evaluation visibility
Session 7:Implementation, Evaluation, & Visibility
  • How do we organize all of this?
  • How are you evaluating this process?
  • If I could just get my parents involved…..
  • Not enough people know about PBS
  • I don’t have any support outside of my school for PBS
strategies for implementation evaluation visibility
Strategies for Implementation, Evaluation, & Visibility

How do we organize all of this?

  • Consider a PBS Binder for faculty (helps with subs, new teachers)
  • Always keep an action plan (template)
  • See example calendar
  • Keep a Book of Products (see example)

How are you evaluating this process?

  • Constantly use data to drive your decisions
  • Surveys (examples provided)
  • Benchmarks of Quality (submitted every Spring); see example
  • School-wide Evaluation Tool (SET)
slide34

If I could just get my parents involved…..

  • Not enough people know about PBS
  • I don’t have any support outside of my school for PBS
  • PBS on your website
  • Newsletters & Newspapers
  • Open House & Student Orientation
  • Sporting Events/Dances
  • Get Community Partners (Donations), Signs
  • Ask parents to volunteer
  • Post data in office (brochures, video, etc.)
team time2
Team Time

Critical Elements 9-12 on Action Plan

35 minutes

*DISCUSS REPORT CARDS

BOQ

Effective Procedures for Discipline (8-14)

Implementation Plan (39-45)

Crisis Plan (46-48)

Evaluation (49-53)

FLASH DRIVE

Staff Satisfaction Survey Sample Implementation Plan

Benchmarks of Quality Book of Products

Minor Infraction Forms Example School Climate Survey

before you leave
Before you leave….

Certificates

&

Evaluations

resources
Resources
  • www.pbis.org
  • www.lapositivebehavior.com **examples
  • http://www.modelprogram.com/
  • Parenting with Positive Behavior Support by Hieneman, Childs, & Sergay
  • Responding to Problem Behavior In

Schoolsby Crone, Horner, & Hawken

remember

Remember:

PBS at your school is determined by you and your efforts

PBS is a process

PBS is best practice

PBS is data-driven

Embed all other initiatives into PBS

We can’t pick and choose which portions of PBS we like—then it is no longer PBS

We can’t “fix a kid” until we first “fix our

environment”