Pbs Agreement

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					PBS Overview
     Goal for Today

• To introduce you to key
  principles and basic
  concepts for a continuum
  of support for students
  known as Positive
  Behavior Supports (PBS)
      Did you know?
“We live in an era when research
 tells us that the teacher is
 probably the single most
 important factor affecting
 student achievement- at least
 the single most important factor
 that we can do much about.
 (Marzano, 2003)
         Challenges
• Poor
  attendance
• Academically
  deficient
• Disruptions
  by students in
  classrooms
• Discipline
Competing priorities…
• Improve literacy, math, social studies, science,
  etc.
• Make schools safe and tobacco, alcohol, and
  drug free
• Improve student character and prevent bullying
• Provide a free & appropriate education for all
• Meet AYP and APR standards
• All students reading on level by grade 3
• Leave No Child Behind
• Etc….
Positive
Behavior
Supports
Why?
• Public school teachers must
  deal with all of America’s
  children.
               (Marzano, 2003)
• These students enter the
  classroom with a staggering
  array of serious issues in their
  lives.
            What Do Schools
• Exclusion and punishment are the
  most common responses to
  conduct disorders in schools.
Lane & Murakami, (1987); Rose, (1988); Nieto, (1999); Sprick, Borgmeier, & Nolet,
   (2002)

• Exclusion and punishment are
  ineffective at producing long-term
  reduction in problem behavior.
Costenbader & Markson (1998)
A Solution?
A Paradigms Change




  A “Pair of Dimes Change”
Positive Behavior Support (PBS) is
 a general term that refers to the
 application of an applied science
 that uses proactive and effective
 educational methods, behavioral
 interventions, environmental
 redesign and systems change
 methods to support individuals
 who exhibit disruptive and/or
 dangerous behaviors in school,
 work, social, community and
 family settings (Carr et al., 2002;
 Horner et al., 1990).
    Based in Behavioral
         Science
• Behavior is learned
• Behavior is related to the
  immediate and social
  environmental factors
• Systemic manipulation of the
  environmental factors influences
  behavior
• Behavior can change
• Appropriate and effective feedback
  leads to changes in behavior
    The Foundation

“Students  learn appropriate
 behavior in the same way
 they learn to read –
 through instruction,
 practice, feedback, and
 encouragement.”
      A Research Based
         Foundation

Research indicates that one
 way to effectively support
 children with problem
 behavior is to build skills
 through effective teaching.

(Carr et al., 2002; Horner, Albin,
  Sprague & Todd, 2000)
                                    The Triangle
                     Academic Systems                                    Behavioral Systems

  Intensive, Individual Interventions                                      Intensive, Individual Interventions
  •Individual Students                               1-5%   1-5%           •Individual Students
  •Assessment-based                                                        •Assessment-based
  •High Intensity                                                          •Intense, durable procedures
Targeted Group Interventions                     5-15%        5-15%               Targeted Group Interventions
•Some students (at-risk)                                                          •Some students (at-risk)
•High efficiency                                                                  •High efficiency
•Rapid response                                                                   •Rapid response




  Universal Interventions               80-90%                        80-90%
                                                                                          Universal Interventions
  •All students                                                                           •All settings, all students
  •Preventive, proactive                                                                  •Preventive, proactive
Behavior Support ???
What?
         Continuum of          Local Context
        Behavior Support         & Culture
Science of
  Human
 Behavior
                   PBS                 Prevention Logic

                 Features
  Systems
  Change &                            Evidence-
  Durability                           Based
                   Natural            Practices
                Implementers
Systems of Support


      Classroom
    Setting Systems




      School-wide
       Systems
Outcomes – the academic and behavior
  targets that are endorsed and
  emphasized by students, families and
  educators
Practices – the interventions and
  strategies that are evidence base and
  structure the way staff interact with
  students
Systems – the supports that are needed
  to enable accurate and durable
  implementation of the practices of PBS
Data – the information that is used to
  identify the current status, the need for
  change, and the effects of interventions.
How?
      Guiding Principles
• Requires long-term commitment to systems
       change of effective practices
• Implemented consistently by staff and
       administration
• Positive behaviors are publicly acknowledged
• Problem behaviors have clear consequences
• Student behavior is monitored and staff
        receive regular feedback
• Strategies are implemented at the school-wide,
  specific setting, classroom, and individual
  student levels
• Strategies are designed to meet the needs of
  all students
           Key Features
1)   Administrative leadership and participation
2)   Team-based implementation
3)   Define a clear set of positive expectations
     and behaviors
4)   Teaching expected behavior
5)   Acknowledge/reward/encouraging
     expected behaviors
6)   Monitor and correct behavior (learning) errors
7)   Use information for decision-making,
     monitoring, and evaluation
     Implementation
       Readiness
• Commitment and Buy-in
• Administrator support and
  participation
• District and School-wide
  Readiness Checklists
     – minimum requirements
Establish a school-wide leadership or behavior
    support team to guide and direct the process.
    This team should be made up of an
    administrator, grade level representatives,
    support staff, and parents.
Secure administrator agreement of active support
    and participation.
Secure a commitment and agreement from at
    least 80% of the staff for active support and
    participation.
Conduct a self assessment of the current school-
    wide discipline system.
Create an implementation action plan that is
    based data based decision making.
Establish a way to collect office referral and other
    data on a regular basis to evaluate the
    effectiveness of school-wide PBS efforts.
     Leadership Team
• Represents a range of
  stakeholders
• Administrator(s) active
  participant(s)
• Identified team leader and internal
     coach(es)
• May be part of another committee
           or team already in place
• Participates in training
    Functions of Team
• Coordination of implementation
• Establish regular meeting schedule
• Establish a standard system for
      communicating
• Conduct assessments
• Analyze needs and develop action
  plans
• Develop regular opportunities for
  training
        Expectations
• Provide a clear understanding of
  expected student behavior
• Few in number (3-5)
• Positively stated and structured
• Use familiar language
• Example behaviors defined for
  purposes of instruction
• Matrix and lesson plans designed
         Data Based
       Action Planning
• What are the questions?
• Which data is available to answer
  the questions?
• What other data is needed to
  answer the questions?
• How will data be collected, turned
  into information, and disseminated?
• What is the data telling you?
• Make plans based on analysis.
      Action Planning

• Think, plan, and form ideas as a
  team.
• It is individualized for each
  building.
• Identify strengths and needs
• Chose a priority for development
• Identify activities
• Specify who, what, and when
Next?

				
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