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DE-PBS School-wide Positive Behavior Supports Team Training

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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 & Evaluation Problem-Solving/Leadership Team Data Professional Development & Resources Developing SW and Classroom Systems to Prevent Problem Behavior Expectations, Teaching and Recognition Positive relationships Correcting Problem Behaviors Consistent and clear procedures Disciplinary encounters used as learning opportunities to teach problem solving strategies Developing Self-Discipline

4 Key Feature 2 Recognize 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 3 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 in positive teacher-student, student-student, and school-family relations.

6 Developing SW and Classroom Systems to Prevent Problem Behavior
Expectations Expectation development Posting Teaching Kick off Lesson plans Recognition Matrix Recognition delivery Positive relationships Teacher-student Student-student School/teacher - home

7 Do we have high expectations for students’ social and academic success?
YES! Of course we do! Absolutely!

8 Points to Ponder How 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 expectations Use data to determine expectations Choose positive actions and terms Keep them simple and easy to remember Remember to be age appropriate Promote self-discipline, positive social and academic outcomes Reference SWPBS Prevention: Implementing SW & CR Systems Example: Page 1

11 Keene "Koalaty" Principles
Expectation Example Keene "Koalaty" Principles “KOALATY” KIDS: *SHOW RESPECT *FOLLOW DIRECTIONS *ACT RESPONSIBLY *DO THEIR PERSONAL KOALATY” BEST Show Respect Act Responsibly Follow Directions Always do your personal “Koalaty” best Keene Koalas Where "Koalaty" Counts

12 Expectation Example Cape Henlopen High Expectations Commitment
Achievement Pride Excellence Where "Koalaty" Counts

13 SOAR with the FALCON FOUR:
School-Wide Expectations SOAR with the FALCON FOUR: SELF OTHERS LEARNING SAFETY RESPECT OF:

14 Developing a Behavior Matrix
Hallway Bathroom Cafeteria Character Attitude Vision Success

15 School-Wide Behavioral Matrix
PURPOSES: Defines the Expected Behaviors for Specific Settings: hallways, classrooms, gym, cafeteria, commons, bus loading, bathrooms, assemblies Creates 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 positively Use a few common words Show what the behavior “looks like”

17 Behavior Matrix Field Example
In the Cafeteria, “Be Respectful” means: Wait your turn Use a quiet voice Clean up after yourself In the Bathroom, “Be Safe” means: Walk Report spills & incidents One pump of soap & one paper towel Reference SWPBS Prevention: Implementing SW & CR Systems Example: Page 3-6

18 Specials (Art, Music, PE)
Classroom Hallway Playground Bathroom Cafeteria Library Specials (Art, Music, PE) Assembly/Field Trip Bus SCHOOL-WIDE EXPECTATION 1. 2. 3.

19 Behavior Expectations in the Classroom (B. Simonsen & H. George, 2009)
Rules within Routines Matrix Routines Rules Entering the Classroom Assignments/ Homework Small Group Activity Leaving Classroom Respect Responsibility Safety Reference SWPBS Prevention: Implementing SW & CR Systems Workbook: Page 2

20 High School Behavior Matrix problem behavior and teaching behavior
Be Productive Be Respectful Be Responsible Be Appropriate Classroom P = Incomplete Assignments T = Staying with your task P = Inappropriate language to peers and adults T = Say only kind things to and about others P = Not having ID, uniform, learning materials, T = Be prepared at start of each day, and start of each class P = Display affection appropriately T = Understanding school and classroom rules Hallway P= Participating in or watching a fight T= Responding to self and/or adult redirections P = Using loud voices during passing periods T = Importance of moderating voice in large, crowded areas P= Grouping during passing period T= Walking to the right P = Not wearing uniform T = Understanding school dress code Lunchroom P= Leaving behind lunchroom trash T= Place tray in garbage when directed P = Talking back to peers and adults in cafeteria line T = Stay calm, stay in line, wait your turn P= Not in correct lunch period, T= Following personal schedule P = Not wearing ID Bathrooms P=Not considering time away from class T= Recognizing importance of returning to learning environment P=Not waiting turn T= Walk in and out quietly P=Inappropriate use of toilets, sinks, and dryers T=Keep bathroom clean P= Not respecting others’ privacy T= Keep to yourself Extra Curricular Activities P= Wandering halls T= Importance of staying in and participating in activity P = Ignoring adult directives T= Identifying adult supervisors of extra-curricular activities P= Using cell phone T= Recognizing school and classroom rules apply to extra curricular activities P = Hanging around lockers, T = At end of school day, go directly home or to specific activity 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

21 Behavioral Expectations
To Be Developed To Be Reviewed/Revised What 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 Activity To Be Developed To Be Reviewed/Revised Break into groups by location (not including classroom) Define what each expectation will look like in one location or area of the school Be sure to have at least 1 location complete Break into groups by location Review existing matrix Address new expectations or areas Reference SWPBS Prevention: Implementing SW & CR Systems Workbook: Page 3 Are 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 community Posting expectations & matrix components per location provide reference tools for pre-correction & correction of misbehavior Include 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… Be Responsible Achieve Academically Respect Self & Others Proud Administrators Assistants Coaches/Advisors Custodians Lunch Personnel Security Secretaries Student Services/Nurse Substitutes Teachers/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 *Collaborate Every adult on the DHS staff can affect student behavior in a positive manner if we model that behavior when we interact with each other.

25 Developing SW and Classroom Systems to Prevent Problem Behavior
Expectations Expectation development Posting Teaching Kick off Lesson plans Recognition Matrix Recognition delivery Positive relationships Teacher-student Student-student School/teacher - home

26 Teaching Expectations: Creating Cool Tools

27 PBIS Implementation Goal
Core Feature PBIS Implementation Goal G. Lesson Plans for Teaching Expectations/Rules 29. A behavioral curriculum includes Teaching expectations and rules 30. Lesson Plans include examples and non-examples 31. Lessons use a variety of teaching strategies. 32. Lessons are embedded into subject area curriculum 33. Faculty/staff and students are involved in development & delivery of behavioral curriculum 34. Strategies to share key features of SWPBS program with families/community are developed and implemented.

28 Reference SWPBS Prevention: Implementing SW & CR Systems Workbook: Page 5

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 behave Students 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 behavior We 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 Ourselves Respect Our Community Respect Our Environment Teach in the actual settings where behaviors are to occur Teach the words by demonstrating the actions using examples and non-examples. Model and practice to fluency Build a social culture that is predictable and focused on student success

34 2. NATURAL CONTEXT 1. SOCIAL SKILL 3. BEHAVIOR EXAMPLES Expectations
Teaching Matrix SETTING All Settings Hallways Playgrounds Cafeteria Library/ Computer Lab Assembly Bus Respect Ourselves Be 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 Others Be 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 manners Whisper. Return books. Listen/watch. Use appropriate applause. Use a quiet voice. Stay in your seat. Respect Property Recycle. 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 CONTEXT 1. SOCIAL SKILL Expectations 3. BEHAVIOR EXAMPLES

35 Teaching Expectations/Rules Using an Instructional Approach
Define Observable, measurable Teach Identify, prior knowledge, model, structured practice, acknowledge Remind Pre-correct, prompt behaviors/rules prior to entering natural context Monitor Supervise, feedback/acknowledgement, data Evaluate Data, modifications needed, non-responders needing more support

36 Introductory Events/Kick off
All faculty and students participate Decide on method that will be most effective for your school Consider 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 behavior Build on what you have (i.e. character ed.) Develop a system for expanding behavior lesson plan ideas throughout the year Skill of the month, Booster Sessions Determine 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 taught Skills are taken directly from the behavioral matrix Select skills based on the trends in your data Step two: Write the lesson plan Name the skill & align to school-wide expectation Also align with SEL standards Responsibility is the expectation Name the expectation: (Take) Responsibility Name the location: Hallway Name the skills: Students who take responsibility: Move silently Walk with hands at your sides Own 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 7 Reference SWPBS Prevention: Implementing SW & CR Systems Example: Page 7-17 Follow-up / acknowledgement activities: 1. 2. 3.

40 What is our System for Teaching Behavior?
Introductory Events Teaching school all expectations and rules On-going Direct Instruction Specially designed lessons, character education Embedding in Other Curriculum Booster Trainings Keeping it Out There Visual Displays – posters, agenda covers Daily announcements

41 Strategies for Success
Describe specific, observable behaviors for each expectation Plan for modeling the desired behaviors Provide students with written and graphic cues in the setting where the behaviors are expected Acknowledge efforts Plan to re-teach and restructure teaching Allow students to participate in the development process Use “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 expected Have classes compete to come up with unique ideas (student projects, bulletin boards, skits, songs, etc…) Recognize staff for creative activities Video students role-playing to teach expectations and rules and show during morning show Play “rule charades” Writing about an expectation or making a cartoon Matching cards with behaviors to expectations Using literature

43 Things to Consider When Making Teaching Videos
Matches the climate of your building Data driven Pair with follow up activity (Discussion, etc.) Always follow up non-examples with examples Involve students in the process Students involved are representative of your student body

44 Key Feature Status Tracker
Prevention: Implementing School-wide & Classroom Systems Expectations & Teaching Status Discuss as a team if components are: In Place, Partially in place, Not in Place Action Plan Discuss as a team the items Partially in place or Not in Place Note activities to be completed, who will do them and when Reference SWPBS Prevention: Implementing SW & CR Systems Workbook: Page 23-25

45 Developing SW and Classroom Systems to Prevent Problem Behavior
Expectations Expectation development Posting Teaching Kick off Lesson plans Recognition Matrix Recognition delivery Positive relationships Teacher-student Student-student School/teacher - home

46 Acknowledgement Plan

47 Keep in Mind 10 Key Features of PBS
“Recognition of Positive Behaviors” is one component of Key Feature #3 There are many other pieces of the pie!

48 What motivates students?
Discussion What systems of positive reinforcement are 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 powerful source 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 behavior Strengthen replacement behaviors that compete with habitual undesirable behavior Create frequent positive interactions between staff and students

50 5 : 1 Prevention creates more positive than negative consequences
Reinforcement (success) Punishment 5 : 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 perspective If partial rewards are delivered when full reward is expected If reward is used as bribery If large rewards are delivered briefly and then withdrawn completely Horner & 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, with contingent delivery of rewards for specific behavior, and gradually 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.21 Horner & Goodman Using Rewards within School-wide PBIS

53 Effective Use of Rewards
Rewards are effective when Tied to specific behaviors Delivered soon after the behavior Age appropriate (actually valued by student) Delivered frequently Gradually faded away Horner & 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 behavior E.g., students routinely recognized with praise and rewards for demonstrating empathy, caring, responsibility, and respect Pair reward with verbally labelled praise Reference 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 population Select ones that are grade appropriate Intersperse public vs. individual acknowledgement for behavior Pair verbal praise w/ acknowledgement Vary acknowledgements (individual, classroom, grade level)

56 School-Wide Acknowledgement Plans
Components of School-Wide Acknowledgement Plans

57 Acknowledgement Plan Every faculty and staff member acknowledges appropriate behavior. At least 5 to 1 ratio of positive to negative contacts System that makes acknowledgement easy and simple for students and staff. Different strategies for acknowledging appropriate behavior (small frequent rewards more effective) Beginning of class recognition Raffles Open gym Social acknowledgement Rob Horner, University of Oregon

58 Parent/Teacher Association provided teacher name stamps
Reward tickets and criteria on lanyard Write out class tickets for week, reward when appropriate, check whose name remains

59 Make it easy to use rewards
Visual reminders for staff Computer Printed stickers Tickets and pen on lanyard Stacks of tickets glued on edge Make it easy to use rewards

60 Secondary Example

61 Positive Behavior Referral

62

63 High Frequency Acknowledgements
Way to quickly and easily reinforce when students meet the expectations; catch them being good Frequent acknowledgements must be tied to the School-wide expectations These acknowledgements must have value (not necessarily trinkets, emphasize social opportunities)

64 High Frequency Acknowledgements
Keep the system simple Build in opportunities for data collection Start Small Emphasize the following: The importance of enhancing social skills & self-discipline The link between appropriate behavior and academic success The 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 activities Students providing 1-minute reports on areas of their interest (i.e. sports, drama) Attending extracurricular events Highlighting student talents (i.e. bulletin board with newspaper articles)

66 Activities for staff and student relationship building
Community and service learning activities Pep rallies Students earn the chance for staff to do silly things Staff and student team challenges Fund raisers Hallway decorating Sporting event attendance

67 Promoting Positive Contacts Home
Positive Behavioral Referral Phone call logs Positive post cards (labels pre-made for each student) Names listed in a parent newsletter

68 Unexpected/Intermittent Acknowledgements
Special focus on each expectation Special focus and increased reinforcement based on referral data – target the problem areas Random Classroom Checks Random Drawings for students and staff Increased 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 access Weekly, monthly, marking period, ½ year, end of year, DSTP You could set criteria: 98% attendance, Less than 1 referral, Passing all classes Examples – Popcorn movie parties, sporting events, field trips, dances, games, etc.

71 Orchard View Early Elementary
Bad Axe Intermediate CLASS PASS 5 - Principal reads story 10 - First class at lunch min. of extra gym time 20 - Extra recess 25 - Movie and treat Orchard View Early Elementary

72 PBS School-Wide Acknowledgement Matrix
PBS School-Wide Acknowledgement Matrix TYPE WHAT WHEN WHERE WHO High Frequency “GOTCHAS” Activities for Student and Staff Relationship Building    Promoting Positive Contacts Home PAWS All staff; including bus drivers, custodial staff, etc. Given when expectations are met; daily All building locations and bus Postcards Compliments/ Acknowledge- ment Grade level team wins award Staff team wins points Staff and Student teams Each Marking Period Pep Rally Competitions Reference SWPBS Prevention: Implementing SW & CR Systems Workbook: Page 9-10 Reference SWPBS Prevention: Implementing SW & CR Systems Example: Page 19-28 Administration processes referral, a copy for home – keep track of total # with a visual in the cafeteria Each child receives at least one per school year All settings Positive Behavior Referrals

73 PBS School-Wide Acknowledgement Matrix
PBS School-Wide Acknowledgement Matrix TYPE WHAT WHEN WHERE WHO Unpredictable/ Intermittent “BOOSTERS” Staff Acknowledgements Assistant Admin announce Drawings by grade level Weekly Monthly Collect in Main Office Collect in Guidance Office Given by all, but not to own class Classroom Compliments Students w/ 2 or fewer referrals & 100 bucks Others attend booster End of each MP Marking Period Social/ Assemblies Depends on Event Celebrations Administration gives you a sub and a sub Each staff meeting Caught you Red Handed Box in Main Office

74 Acknowledgement Plan Write acknowledgement plan in narrative form – for new staff or students and substitutes to help understand the process Remember to evaluate and change your acknowledgement plan as needed Survey students and staff PBS 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 teams Staff challenges Tailgate Staff fridge Staff member of the month Hall of fame Parking spot of the month Attendance at student sporting events

76 Staff Reinforcement Plan
Raid the supply closet Blue Jeans day Professional Development Opportunity Sub for a Sub Small tokens in teacher’s mailboxes Staff socials Letters to teacher’s classrooms Chain links in the hallway Staff notebook that floats around the mailboxes to note nice messages to each other

77 Key Feature Status Tracker
Prevention: Implementing School-wide & Classroom Systems Acknowledgement Status Discuss as a team if components are: In Place, Partially in place, Not in Place Action Plan Discuss as a team the items Partially in place or Not in Place Note activities to be completed, who will do them and when Reference SWPBS Prevention: Implementing SW & CR Systems Workbook: Page 23-25

78 Developing SW and Classroom Systems to Prevent Problem Behavior
Expectations Expectation development Posting Teaching Kick off Lesson plans Recognition Matrix Recognition delivery Positive relationships Teacher-student Student-student School/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 in positive teacher-student, student-student, and school-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 parents Parental involvement is often necessary to truly change a student’s behavior Unquestionably, parents can be valuable resources

83 Measures Used for Relationship Building
Delaware Assessment of Strengths and Needs School Climate Survey Teacher-Student Relations Student-Student Relations Respect for Diversity Teacher-Home Communications Staff 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 student Bond to improve behavior Know students as individuals Teach by example & self-reflect as role model Focus 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 Systems Positive Relationships Status Discuss as a team if components are: In Place, Partially in place, Not in Place Action Plan Discuss as a team the items Partially in place or Not in Place Note activities to be completed, who will do them and when Reference SWPBS Prevention: Implementing SW & CR Systems Workbook: Page 23-25

90 Exit Ticket District & School Name
Team Leader(s): Name and address Tentative Kick Off Time 1 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 & Evaluation Problem-Solving/Leadership Team Data Professional Development & Resources Developing SW and Classroom Systems to Prevent Problem Behavior Expectations, Teaching and Recognition Positive relationships Correcting Problem Behaviors Consistent and clear procedures Disciplinary encounters used as learning opportunities to teach problem solving strategies Developing Self-Discipline


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