Presentation on theme: "DE-PBS School-wide Positive Behavior Supports Team Training"— Presentation transcript:
1 DE-PBS School-wide Positive Behavior Supports Team Training June 18 & 19, 2013
2 Prevention: Developing Schoolwide & Classroom Systems
3 DE-PBS Key Features for SW Program Development & EvaluationProblem-Solving/Leadership TeamDataProfessional Development & ResourcesDeveloping SW and Classroom Systems to Prevent Problem BehaviorExpectations, Teaching and RecognitionPositive relationshipsCorrecting Problem BehaviorsConsistent and clear proceduresDisciplinary encounters used as learning opportunities to teach problem solving strategiesDeveloping Self-Discipline
4 Key Feature 2Recognize that ALL students benefit from positive behavioral supports. This includes students with and without behavior problems or disabilities, and requires sensitivity to individual and cultural differences.
5 Key Feature 3Recognize the critical importance of preventing behavior problems. This is evident throughout school policies and evidence-based practices, especially in preventive classroom management, clear school-wide expectations, and school-wide teaching and recognition of positive behaviors. It also is seen in positive teacher-student, student-student, and school-family relations.
6 Developing SW and Classroom Systems to Prevent Problem Behavior ExpectationsExpectation developmentPostingTeachingKick offLesson plansRecognitionMatrixRecognition deliveryPositive relationshipsTeacher-studentStudent-studentSchool/teacher - home
7 Do we have high expectations for students’ social and academic success? YES!Of course we do!Absolutely!
8 Points to PonderHow do we identify and explain the desirable behaviors students should demonstrate, leading to social-emotional and academic success for all?How can we transform our focus to promoting positive behaviors and preventing problem behaviors v. just eliminating problems?
9 The Need for commonly defined rules Familiarity with students’ cultural backgrounds enable teachers to draw on shared knowledge that honors students’ heritage and preexisting knowledge.By creating inclusive classrooms, cultural responsive schools and teachers decrease opportunities for student failure and misbehavior by operating in accordance with a mutually defined protocol of rules and expectations.Courtesy of Mid-Atlantic Equity Center
10 School-wide Expectations Expectations are the umbrella for more specific rules:Identify 3 – 5 positively stated expectationsUse data to determine expectationsChoose positive actions and termsKeep them simple and easy to rememberRemember to be age appropriatePromote self-discipline, positive social and academic outcomesReference SWPBS Prevention: Implementing SW & CR Systems Example: Page 1
11 Keene "Koalaty" Principles Expectation ExampleKeene "Koalaty" Principles“KOALATY” KIDS:*SHOW RESPECT *FOLLOW DIRECTIONS *ACT RESPONSIBLY *DO THEIR PERSONALKOALATY” BESTShow RespectAct ResponsiblyFollow DirectionsAlways do your personal “Koalaty” bestKeene KoalasWhere "Koalaty" Counts
12 Expectation Example Cape Henlopen High Expectations Commitment AchievementPrideExcellenceWhere "Koalaty" Counts
13 SOAR with the FALCON FOUR: School-Wide ExpectationsSOAR with the FALCON FOUR:SELFOTHERSLEARNINGSAFETYRESPECT OF:
14 Developing a Behavior Matrix HallwayBathroomCafeteriaCharacterAttitudeVisionSuccess
15 School-Wide Behavioral Matrix PURPOSES:Defines the Expected Behaviors for Specific Settings:hallways, classrooms, gym, cafeteria, commons,bus loading, bathrooms, assembliesCreates the “Curriculum” that will guide the teaching of expected behaviors.Enhances communication among staff and between students and staff.Illinois PBIS Network (2011). U100sHS: Developing Your Tier 1/Universal System – High School (Part 1) [PowerPoint slides]. Retrieved from Illinois PBIS Network website:Illinois PBIS Network, 2011
16 School-Wide Behavioral Matrix GUIDELINES:State definitions positivelyUse a few common wordsShow what the behavior “looks like”
17 Behavior Matrix Field Example In the Cafeteria, “Be Respectful” means:Wait your turnUse a quiet voiceClean up after yourselfIn the Bathroom, “Be Safe” means:WalkReport spills & incidentsOne pump of soap & one paper towelReference SWPBS Prevention: Implementing SW & CR Systems Example: Page 3-6
19 Behavior Expectations in the Classroom (B. Simonsen & H. George, 2009) Rules within Routines MatrixRoutinesRulesEntering the ClassroomAssignments/HomeworkSmall Group ActivityLeaving ClassroomRespectResponsibilitySafetyReference SWPBS Prevention: Implementing SW & CR Systems Workbook: Page 2
20 High School Behavior Matrix problem behavior and teaching behavior Be ProductiveBe RespectfulBe ResponsibleBe AppropriateClassroomP = Incomplete AssignmentsT = Staying with your taskP = Inappropriate language to peers and adultsT = Say only kind things to and about othersP = Not having ID, uniform, learning materials,T = Be prepared at start of each day, and start of each classP = Display affection appropriatelyT = Understanding school and classroom rulesHallwayP= Participating in or watching a fightT= Responding to self and/or adult redirectionsP = Using loud voices during passing periodsT = Importance of moderating voice in large, crowded areasP= Grouping during passing periodT= Walking to the rightP = Not wearing uniformT = Understanding school dress codeLunchroomP= Leaving behind lunchroom trashT= Place tray in garbage when directedP = Talking back to peers and adults in cafeteria lineT = Stay calm, stay in line, wait your turnP= Not in correct lunch period,T= Following personal scheduleP = Not wearing IDBathroomsP=Not considering time away from classT= Recognizing importance of returning to learning environmentP=Not waiting turnT= Walk in and out quietlyP=Inappropriate use of toilets, sinks, and dryersT=Keep bathroom cleanP= Not respecting others’ privacyT= Keep to yourselfExtra CurricularActivitiesP= Wandering hallsT= Importance of staying in and participating in activityP = Ignoring adult directivesT= Identifying adult supervisors of extra-curricular activitiesP= Using cell phoneT= Recognizing school and classroom rules apply to extra curricular activitiesP = Hanging around lockers,T = At end of school day, go directly home or to specific activityIllinois PBIS Network (2011). U100sHS: Developing Your Tier 1/Universal System – High School (Part 1) [PowerPoint slides]. Retrieved from Illinois PBIS Network website:Illinois PBIS Network, 2011
21 Behavioral Expectations To Be DevelopedTo Be Reviewed/RevisedWhat is going well?What do our data indicate as problems?How can we convert these to positive behaviors?As a team, identify and prioritize – 5 positively stated expectations.Discuss your current expectations with your team.Do these meet your needs?Do they address concerns identified by your data?Are they clear and easy to remember?Are they few in number?Are they positively stated?Reference SWPBS Prevention: Implementing SW & CR Systems Workbook: Page 1
22 To Be Reviewed/Revised PBS Matrix ActivityTo Be DevelopedTo Be Reviewed/RevisedBreak into groups by location (not including classroom)Define what each expectation will look like in one location or area of the schoolBe sure to have at least 1 location completeBreak into groups by locationReview existing matrixAddress new expectations or areasReference SWPBS Prevention: Implementing SW & CR Systems Workbook: Page 3Are definitions stated positively?Were common and few words used?Does it show what the behavior “looks like”?
23 School-wide Expectation Visibility Promote joint ownership and responsibility for meeting expectations among staff, students and communityPosting expectations & matrix components per location provide reference tools for pre-correction & correction of misbehaviorInclude expectation language in school-based materials: agenda books, code of conduct, school promotional items (pencils, t-shirts, etc.)Represent expectations in various ways to support understanding (pictures/art, words)
24 Illinois DHS PBS Staff Matrix What it means to be part of the “BARB” Staff…BeResponsibleAchieveAcademicallyRespectSelf & OthersProudAdministratorsAssistantsCoaches/AdvisorsCustodiansLunch PersonnelSecuritySecretariesStudent Services/NurseSubstitutesTeachers/Media Center*Support the attendance policy*Model positive Barb behavior*Arrive on-time*Be prepared*Promote professional and learning standards*Expect excellence*Acknowledge and support peers as well as students*Greet students*Be friendly*Make a difference at DHS*Contribute to the DHS school community*Actively supervise*Model appropriate dress code*Acknowledge effort*CollaborateEvery adult on the DHS staff can affect student behavior in apositive manner if we model that behavior when we interact with each other.
25 Developing SW and Classroom Systems to Prevent Problem Behavior ExpectationsExpectation developmentPostingTeachingKick offLesson plansRecognitionMatrixRecognition deliveryPositive relationshipsTeacher-studentStudent-studentSchool/teacher - home
27 PBIS Implementation Goal Core FeaturePBIS Implementation GoalG. Lesson Plans for Teaching Expectations/Rules29. A behavioral curriculum includes Teaching expectations and rules30. Lesson Plans include examples and non-examples31. Lessons use a variety of teaching strategies.32. Lessons are embedded into subject area curriculum33. Faculty/staff and students are involved in development & delivery of behavioral curriculum34. Strategies to share key features of SWPBS program with families/community are developed and implemented.
29 Once you have developed school-wide expectations, it is not enough to just post the words on the walls of the classroom…YOU MUST TEACH THEM!
30 Why Develop a System for Teaching Behavior? We can no longer assume:Students know the expectations/rules and appropriate ways to behaveStudents will learn appropriate behaviors quickly and effectively without consistent practice and modeling
31 Why Develop a System for Teaching Behavior? We must assume:Students will require different curricula, instructional modalities, etc… to learn appropriate behaviorWe need to teach expectations/rules and appropriate behaviors as effectively as we teach academic skills
32 “You are a primary model for appropriate behavior.” Remember…“You are a primary model for appropriate behavior.”The IRIS Center
33 How do you teach behavioral expectations? Respect OurselvesRespect Our CommunityRespect Our EnvironmentTeach in the actual settings where behaviors are to occurTeach the words by demonstrating the actions using examples and non-examples.Model and practice to fluencyBuild a social culture that is predictable and focused on student success
34 2. NATURAL CONTEXT 1. SOCIAL SKILL 3. BEHAVIOR EXAMPLES Expectations Teaching MatrixSETTINGAll SettingsHallwaysPlaygroundsCafeteriaLibrary/Computer LabAssemblyBusRespect OurselvesBe on task.Give your best effort.Be prepared.Walk.Have a plan.Eat all your food.Select healthy foods.Study, read, compute.Sit in one spot.Watch for your stop.Respect OthersBe kind.Hands/feet to self.Help/share with others.Use normal voice volume.Walk to right.Play safe.Include others.Share equipment.Practice good table mannersWhisper.Return books.Listen/watch.Use appropriate applause.Use a quiet voice.Stay in your seat.Respect PropertyRecycle.Clean up after self.Pick up litter.Maintain physical space.Use equipment properly.Put litter in garbage can.Replace trays & utensils.Clean up eating area.Push in chairs.Treat books carefully.Pick up.Treat chairs appropriately.Wipe your feet.Sit appropriately.2. NATURAL CONTEXT1. SOCIAL SKILLExpectations3. BEHAVIOR EXAMPLES
35 Teaching Expectations/Rules Using an Instructional Approach DefineObservable, measurableTeachIdentify, prior knowledge, model, structured practice, acknowledgeRemindPre-correct, prompt behaviors/rules prior to entering natural contextMonitorSupervise, feedback/acknowledgement, dataEvaluateData, modifications needed, non-responders needing more support
36 Introductory Events/Kick off All faculty and students participateDecide on method that will be most effective for your schoolConsider Importance/Impact - Activity/event should be a high priority… not given a few minutes in some other activity
37 Specially Designed Lessons Provide initial lesson plans to begin teaching behaviorBuild on what you have (i.e. character ed.)Develop a system for expanding behavior lesson plan ideas throughout the yearSkill of the month, Booster SessionsDetermine the minimum requirements for teaching behavior (i.e. how often)
38 Designing a Cool Tool/Behavior Lesson Plan Step one: Select the skill to be taughtSkills are taken directly from the behavioral matrixSelect skills based on the trends in your dataStep two: Write the lesson planName the skill & align to school-wide expectationAlso align with SEL standardsResponsibility is the expectationName the expectation: (Take) ResponsibilityName the location: HallwayName the skills: Students who take responsibility:Move silentlyWalk with hands at your sidesOwn their choices
39 Cool Tool Template Purpose of the Lesson / Why it’s important: 1. 2. Teaching examples:1.2.3.Student Activities / Role Plays:1.2.3.Reference SWPBS Prevention: Implementing SW & CR Systems Workbook: Page 7Reference SWPBS Prevention: Implementing SW & CR Systems Example: Page 7-17Follow-up / acknowledgement activities:1.2.3.
40 What is our System for Teaching Behavior? Introductory EventsTeaching school all expectations and rulesOn-going Direct InstructionSpecially designed lessons, character educationEmbedding in Other CurriculumBooster TrainingsKeeping it Out ThereVisual Displays – posters, agenda coversDaily announcements
41 Strategies for Success Describe specific, observable behaviors for each expectationPlan for modeling the desired behaviorsProvide students with written and graphic cues in the setting where the behaviors are expectedAcknowledge effortsPlan to re-teach and restructure teachingAllow students to participate in the development processUse “teachable” moments that arise in core subject areas and in non-academic times
42 Creative Ideas:“Putting it into Practice” Provide students with a script that includes actions and words expectedHave classes compete to come up with unique ideas (student projects, bulletin boards, skits, songs, etc…)Recognize staff for creative activitiesVideo students role-playing to teach expectations and rules and show during morning showPlay “rule charades”Writing about an expectation or making a cartoonMatching cards with behaviors to expectationsUsing literature
43 Things to Consider When Making Teaching Videos Matches the climate of your buildingData drivenPair with follow up activity (Discussion, etc.)Always follow up non-examples with examplesInvolve students in the processStudents involved are representative of your student body
44 Key Feature Status Tracker Prevention: Implementing School-wide & Classroom SystemsExpectations & TeachingStatusDiscuss as a team if components are:In Place, Partially in place, Not in PlaceAction PlanDiscuss as a team the items Partially in place or Not in PlaceNote activities to be completed, who will do them and whenReference SWPBS Prevention: Implementing SW & CR Systems Workbook: Page 23-25
45 Developing SW and Classroom Systems to Prevent Problem Behavior ExpectationsExpectation developmentPostingTeachingKick offLesson plansRecognitionMatrixRecognition deliveryPositive relationshipsTeacher-studentStudent-studentSchool/teacher - home
47 Keep in Mind 10 Key Features of PBS “Recognition of Positive Behaviors” is one component of Key Feature #3There are many other pieces of the pie!
48 What motivates students? DiscussionWhat systems of positive reinforcementare in place in your school?Do they affect all students? Do they appeal to all grades?Who is resistant to participate?In your view, what is the most powerfulsource of reinforcement for students?“Supports for All, Some and a Few”, Sprague, 2006
49 Purpose of Reinforcers/Acknowledgements Recognizing desired behavior is a strategy to prevent behavior problems.Teach new behaviorStrengthen replacement behaviors that compete with habitual undesirable behaviorCreate frequent positive interactions between staff and students
50 5 : 1 Prevention creates more positive than negative consequences Reinforcement (success)Punishment5 : 1
51 Can rewards be harmful? Rewards can be used badly If rewards are delivered ambiguously (not clearly tied to performance of expectation)If what we deliver is not a “reward” from the student’s perspectiveIf partial rewards are delivered when full reward is expectedIf reward is used as briberyIf large rewards are delivered briefly and then withdrawn completelyHorner & Goodman, Using Rewards within School-wide PBIS,
52 What do we know about rewards? Rewards are effective when used:To build new skills or sustain desired skills, withcontingent delivery of rewards for specific behavior, andgradually faded over time.Akin-Little, Eckert, Lovett, Little, 2004“In terms of the overall effects of reward, our meta-analysis indicates no evidence for detrimental effects of reward on measures of intrinsic motivation.”Cameron, Banko & Pierce, 2001 p.21Horner & Goodman Using Rewards within School-wide PBIS
53 Effective Use of Rewards Rewards are effective whenTied to specific behaviorsDelivered soon after the behaviorAge appropriate (actually valued by student)Delivered frequentlyGradually faded awayHorner & Goodman, Using Rewards within School-wide PBIS,
54 Strategic Use of Praise and Rewards Use strategically to recognize and reinforce social and emotional competencies that underlie prosocial behaviorE.g., students routinely recognized with praise and rewards for demonstrating empathy, caring, responsibility, and respectPair reward with verbally labelled praiseReference SWPBS Prevention: Implementing SW & CR Systems Workbook: Page 13-14
55 Guidelines for Use of Reinforcers/Acknowledgements Tailor the system of acknowledgements to your school populationSelect ones that are grade appropriateIntersperse public vs. individual acknowledgement for behaviorPair verbal praise w/ acknowledgementVary acknowledgements (individual, classroom, grade level)
57 Acknowledgement PlanEvery faculty and staff member acknowledges appropriate behavior.At least 5 to 1 ratio of positive to negative contactsSystem that makes acknowledgement easy and simple for students and staff.Different strategies for acknowledging appropriate behavior (small frequent rewards more effective)Beginning of class recognitionRafflesOpen gymSocial acknowledgementRob Horner, University of Oregon
58 Parent/Teacher Association provided teacher name stamps Reward tickets and criteria on lanyardWrite out class tickets for week, reward when appropriate, check whose name remains
59 Make it easy to use rewards Visual reminders for staffComputer Printed stickersTickets and pen on lanyardStacks of tickets glued on edgeMake it easy to use rewards
63 High Frequency Acknowledgements Way to quickly and easily reinforce when students meet the expectations; catch them being goodFrequent acknowledgements must be tied to the School-wide expectationsThese acknowledgements must have value (not necessarily trinkets, emphasize social opportunities)
64 High Frequency Acknowledgements Keep the system simpleBuild in opportunities for data collectionStart SmallEmphasize the following:The importance of enhancing social skills & self-disciplineThe link between appropriate behavior and academic successThe link between SW PBS and other SW initiatives (e.g., multicultural education & character education)****What really matters is the positive social acknowledgement & interaction!!****Adapted from Florida PBS Project
65 Activities for staff and student relationship building Supporting everyday relationship building:Finding/asking about student interests/extracurricular activitiesStudents providing 1-minute reports on areas of their interest (i.e. sports, drama)Attending extracurricular eventsHighlighting student talents (i.e. bulletin board with newspaper articles)
66 Activities for staff and student relationship building Community and service learning activitiesPep ralliesStudents earn the chance for staff to do silly thingsStaff and student team challengesFund raisersHallway decoratingSporting event attendance
67 Promoting Positive Contacts Home Positive Behavioral ReferralPhone call logsPositive post cards (labels pre-made for each student)Names listed in a parent newsletter
68 Unexpected/Intermittent Acknowledgements Special focus on each expectationSpecial focus and increased reinforcement based on referral data – target the problem areasRandom Classroom ChecksRandom Drawings for students and staffIncreased worth of acknowledgements given by substitute teachers
69 Unexpected Example: Agenda Drawings All agendas are numbered.Students are expected to record homework daily for each subject in their agenda book.If there is no homework assigned students should write “none”.If a student is absent they need to write absent in their agenda.Periodically we will call agenda book numbers and students will bring their book to the office.Students who have used their agenda books daily will be given a prize.
70 Long Term Celebrations Bigger Celebrations for which students can save their frequent acknowledgements to gain accessWeekly, monthly, marking period, ½ year, end of year, DSTPYou could set criteria: 98% attendance, Less than 1 referral, Passing all classesExamples – Popcorn movie parties, sporting events, field trips, dances, games, etc.
71 Orchard View Early Elementary Bad Axe IntermediateCLASS PASS5 - Principal reads story10 - First class at lunchmin. of extra gym time20 - Extra recess25 - Movie and treatOrchard View Early Elementary
72 PBS School-Wide Acknowledgement Matrix PBS School-Wide Acknowledgement MatrixTYPEWHATWHENWHEREWHOHigh Frequency“GOTCHAS”Activities for Student and Staff Relationship BuildingPromoting Positive Contacts HomePAWSAll staff; including bus drivers, custodial staff, etc.Given when expectations are met; dailyAll building locations and busPostcardsCompliments/ Acknowledge- mentGrade level team wins awardStaff team wins pointsStaff and Student teamsEach Marking PeriodPep RallyCompetitionsReference SWPBS Prevention: Implementing SW & CR Systems Workbook: Page 9-10Reference SWPBS Prevention: Implementing SW & CR Systems Example: Page 19-28Administration processes referral, a copy for home – keep track of total # with a visual in the cafeteriaEach child receives at least one per school yearAll settingsPositive Behavior Referrals
73 PBS School-Wide Acknowledgement Matrix PBS School-Wide Acknowledgement MatrixTYPEWHATWHENWHEREWHOUnpredictable/Intermittent“BOOSTERS”Staff AcknowledgementsAssistant Admin announceDrawings by grade levelWeeklyMonthlyCollect in Main OfficeCollect in Guidance OfficeGiven by all, but not to own classClassroom ComplimentsStudents w/ 2 or fewer referrals & 100 bucksOthers attend boosterEnd of each MPMarking Period Social/AssembliesDepends on EventCelebrationsAdministration gives you a sub and a subEach staff meetingCaught you Red HandedBox in Main Office
74 Acknowledgement PlanWrite acknowledgement plan in narrative form – for new staff or students and substitutes to help understand the processRemember to evaluate and change your acknowledgement plan as neededSurvey students and staffPBS team - use data to make a specific acknowledgement plan (i.e. tardies, cuts, cafeteria clean up)Reference SWPBS Prevention: Implementing SW & CR Systems Workbook: Page 11-12
75 Staff Reinforcement Plan Staff teamsStaff challengesTailgateStaff fridgeStaff member of the monthHall of fameParking spot of the monthAttendance at student sporting events
76 Staff Reinforcement Plan Raid the supply closetBlue Jeans dayProfessional Development OpportunitySub for a SubSmall tokens in teacher’s mailboxesStaff socialsLetters to teacher’s classroomsChain links in the hallwayStaff notebook that floats around the mailboxes to note nice messages to each other
77 Key Feature Status Tracker Prevention: Implementing School-wide & Classroom SystemsAcknowledgementStatusDiscuss as a team if components are:In Place, Partially in place, Not in PlaceAction PlanDiscuss as a team the items Partially in place or Not in PlaceNote activities to be completed, who will do them and whenReference SWPBS Prevention: Implementing SW & CR Systems Workbook: Page 23-25
78 Developing SW and Classroom Systems to Prevent Problem Behavior ExpectationsExpectation developmentPostingTeachingKick offLesson plansRecognitionMatrixRecognition deliveryPositive relationshipsTeacher-studentStudent-studentSchool/teacher - home
79 Positive Relationships Recognize the critical importance of preventing behavior problems. This is evident throughout school policies and evidence-based practices, especially in preventive classroom management, clear school-wide expectations, and school-wide teaching and recognition of positive behaviors. It also is seen inpositive teacher-student,student-student, andschool-family relations.
80 The Research on Positive Relationships Teachers with a more relational approach to discipline have less defiant behavior in their classrooms – which is explained by adolescent’s trust in authority (Gregory & Ripski, 2008)Teachers who show sensitivity, empathy and praise are most likely to establish strong relationships with students (Rey et al., 2007)
81 Relationship Building Reduces Problem Behaviors “teachers … trained using precorrection, reinforcement (catch them being goods) for appropriate behaviors, and active supervison … resulted in a 42% reduction in problem behaviors” (Oswald et al., 2005).
82 Home School Collaboration Advantages of working with parents (guardians, other adults serving parental role):Students’ attitudes and behavior are greatly influenced by parentsParental involvement is often necessary to truly change a student’s behaviorUnquestionably, parents can be valuable resources
83 Measures Used for Relationship Building Delaware Assessment of Strengths and NeedsSchool Climate SurveyTeacher-Student RelationsStudent-Student RelationsRespect for DiversityTeacher-Home CommunicationsStaff Relations
84 Teacher-Student Relationships Caring and supportive adult-student relationships. Adults demonstrate warmth, respect, support, and caring toward all students (irrespective of gender, race, ethnicity, socioeconomic background, disabilities, previous history of behavior). Every student has a supportive relationship with at least one adult at school.
85 How are we building positive teacher-student relationships? Be that one person for a studentBond to improve behaviorKnow students as individualsTeach by example & self-reflect as role modelFocus on positive role models(Lickona, 2004)What are some simple techniques that the most effective (i.e., authoritative) teachers use to communicate responsiveness at the classroom level; at the schoolwide level?Reference SWPBS Prevention: Implementing SW & CR Systems Workbook: Page 15
86 Student-Student Relationship Building Positive relationships with others. Positive relations with others are expected, taught, and encouraged and planned opportunities (e.g., extracurricular activities, class meetings, structured recess activities) are provided to develop positive relationships.What are the techniques your school uses to build student to student relationships at the classroom level; at the schoolwide level?Reference SWPBS Prevention: Implementing SW & CR Systems Workbook: Page 16
87 Home-School Relationship Building Home-school communication. Clear, positive, bi-directional and regular communication is established with parents. Parents are routinely informed about the schoolwide discipline/PBS program, classroom activities, and their children’s positive behaviors. Parents know who to contact with questions or comments about the schoolwide program and the school regularly encourages their input.
88 Parent-School Collaboration Home-school collaboration. Positive and collaborative relationships established with parents. Parents’ roles in developing the school discipline/PBS program are established, and their feedback is regularly solicited as part of program evaluation.What are the techniques your staff and school use to build relationships with parents – at the classroom level and at the schoolwide level?Reference SWPBS Prevention: Implementing SW & CR Systems Workbook: Page 17
89 Key Feature Status Tracker Prevention: Implementing School-wide & Classroom SystemsPositive RelationshipsStatusDiscuss as a team if components are:In Place, Partially in place, Not in PlaceAction PlanDiscuss as a team the items Partially in place or Not in PlaceNote activities to be completed, who will do them and whenReference SWPBS Prevention: Implementing SW & CR Systems Workbook: Page 23-25
90 Exit Ticket District & School Name Team Leader(s): Name and addressTentative Kick Off Time1 Year Goal: By June 19, 2014 what measureable goal will you have accomplished?What support might your team need to move forward?
91 Fall Workshop Agenda DE-PBS Key Features for SW Program Development & EvaluationProblem-Solving/Leadership TeamDataProfessional Development & ResourcesDeveloping SW and Classroom Systems to Prevent Problem BehaviorExpectations, Teaching and RecognitionPositive relationshipsCorrecting Problem BehaviorsConsistent and clear proceduresDisciplinary encounters used as learning opportunities to teach problem solving strategiesDeveloping Self-Discipline