Positive Behavior Support Awareness Session

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Positive Behavior SupportAwareness Session
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Positive Behavior Support

• Involves
• Active leadership from administrators
• High expectations for student achievement
• Data driven decision making
• Team approach to design interventions and solve
  chronic problems
• Is not
• A specific curriculum
• Limited to any particular group of students
• New

Randy Sprick, Ph.D., Safe and Civil Schools
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Positive Behavior Support

• Implementation levels
• School-wide
• Classroom
• Individual student

Randy Sprick, Ph.D., Safe and Civil Schools
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The Goal No Students Fall Through the Cracks
Individual Support Plans

• Red Flags that initiate systems-support for
  individual students

• System Resources available to assist staff in
  designing support plans for individual students

Randy Sprick, Ph.D., Safe and Civil Schools
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Important themes

• Structure/organize all settings for success.
• Clarify expectations for student behavior.
• Teach expectations directly to students.
• Interact positively with students.
• Correct misbehavior calmly, consistently and
  immediately.

Randy Sprick, Ph.D., Safe and Civil Schools
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Three-Tiered Model of Supports
Targeted
(High-Risk Students) Individual Intervention 1-5
of Students
Selected
(At-Risk Students) Classroom/Small Group
Strategies 5-10 of Students
Universal
(All Students) Schoolwide Systems of
Support 80-90 of Students
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Prevailing Myths That Interfere With Implementing
These Beliefs
Randy Sprick, Ph.D., Safe and Civil Schools
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Effectively Using Data to Make Decisions

• Why do we need data?
• What types of data should be collected?
• What do we do with it once we have it?

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What will you do with data once you have it?
Summarize Analyze Prioritize Act
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Handling Discipline Referrals

• What constitutes and office referral?
• Illegal
• Physically Dangerous
• Overt Defiance

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So How do You Get There and What Does it Look
Like?
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Focus more on the positive and proactive vs.
punitive and reactive.
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Develop a Focused and Comprehensive Staff
Development Plan
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Readiness Phase
Journey starts today
Develop relationship with RESC Contact
Develop Campus Team
Gather Baseline Data
Getting staff on board
Make the commitment
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Establish a Responsibility Team

• Represents the entire staff
• Includes a building administrator
• May include a parent, student, and community
  member
• Is called something other than the Discipline
  Committee
• Meets on a regular basis

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Your Team Will Drive an On-going Improvement
Process
Review Collect data Prioritize Set
prioritized improvement goals. Revise Manage
the development of improvement proposals. Adop
t Conduct formal processes for staff to
approve or reject improvement
plans. Implement/Maintain Motivate and monitor
staff implementation of new procedures.
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Internal/External Coaching Model

• Two internal coaches from each campus to attend
  3 additional trainings during the school year.
  Internal coaches will be selected by the campus
  administrator.

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Internal/External Coaching Model

• Internal coaches will work to build capacity at
  the campus level.
• External coaches will spend the equivalence of
  one day per month on the campus.

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Year One Training Content
Training Content

• School-wide PBS
• Managing Common Areas
• Art of Supervision
• Guidelines for Success
• Building Connections
• Classroom Management
• Dealing with difficult students

• Alternatives to suspension
• Gathering, Summarizing, Analyzing Data
• Handling office referrals
• School Crisis Intervention and Prevention

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Year One Training Format

• Two team training days in June
• One team training date in September, and again in
  January.

• One onsite whole faculty training date during the
  staff development week prior to school starting
  or earlier in the summer if the campus prefers.
  Focus of the training is Classroom Management.

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Year One Training Format for Internal Coaches

• One day on coaching, facilitating, and presenting
• One day on coaching classroom management
• One day on social skills, bullying, and
  harassment.

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Develop and ImplementSchool-wide Expectations
for your Campus

• Goal
• Behavior Expectations
• Range of Possible Consequences
• Encouragement Procedures
• Supervision Responsibilities
• Teaching Responsibilities

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Year Two Training Content

• Collecting Meaningful Data/FBA
• Writing Behavior Intervention Plans that work for
  both Special and General Education Students
• Sustainability of Effort

• Developing Effective Student support Teams
• Coaching Individual Students
• Interventions for both academic and behavior
  challenges

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Year Two Training Format

• One day team training during the summer (07).
• Three team training dates during the school year,
  September, January, and May.

• One whole faculty training date to be determined
  by the campus administrator
• 3 internal coach training days during the school
  year.

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Year Two Training Content for Internal Coaches

• One day coaching individual students
• Two days on interventions for both academic and
  behavioral challenges.

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The Role of the Administrator(s)

• Leadership
• Vision
• Provide meaningful/relevant staff development
• Accountability
• Encourage
• Empower
• Commitment
• Model or Lead by Example
• Negotiables vs. NonNegotiables

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Next Steps

• Go back and discuss the information with your
  faculty.
• If you want a Region XIII staff to conduct an
  overview of the process to your campus, schedule
  a date.
• Make a decision about you involvement in the
  process no later than February 1, 2007.

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For Region XIII Information You Can Contact
Albert Felts [phone] Albert.felts_at_esc13.txe
d.net Angela Isenberg (512)
919-5328 Angela.isenberg_at_esc13.txed.net