PBIS FOR SCHOOL ADMINISTRATORS ACTIVITIES. Activity 1: Supporting PBIS Discuss with a partner: Have...
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Transcript of PBIS FOR SCHOOL ADMINISTRATORS ACTIVITIES. Activity 1: Supporting PBIS Discuss with a partner: Have...
PBIS FOR SCHOOL ADMINISTRATORS ACTIVITIES
Activity 1: Supporting PBISDiscuss with a partner:
Have you ever been a part of a team that was particularly effective? What worked?
If you have ever served on an ineffective team, what could have been different?
Activity 2: Expectations in Non-Classroom Settings
Use the partially completed matrix to create expectations for the setting of your choice (i.e., bus, hallway, etc.).
Think about the problem behaviors that you might see in that setting, and state desired replacement behaviors.
Activity 2: Continued
Expectations Cafeteria
RulesHall
RulesRestroom
RulesBus Area
Rules
Be Safe Wait at ‘wait Wait at ‘wait
spots” until spots” until student ahead student ahead of you has of you has movedmoved
Sit in seat Sit in seat facing forwardfacing forward
Keep food on Keep food on traytray
Be Kind Wait your turnWait your turn Speak Speak
respectfullyrespectfully Use Use
appropriate appropriate voice levelvoice level
Use good Use good mannersmanners
Be Responsible
Pick up trash Use proper
portions Stack trays
Activity 3: School-Wide Reinforcement Systems Using the activity sheet,
brainstorm a list of things that will reinforce your behavior.
Compare with a colleague. Discuss similarities or
differences. How does this idea apply to
students? Complete the rest of the form
by brainstorming ideas that might reinforce students at each level.
What about staff?
Activity 3: ContinuedYou Elementar
y StudentsMiddle School Students
High School Students
Staff
Activity 4: Using DataRefer to the graphs on the following pages to answer the following:
What questions do you have?
What patterns do you note?
What might be some next steps?
Average Referrals Per Day
Types of Problem Behavior
Student Referrals
3 or more referrals
Location
Time of Referral
Activity 5: Identifying Problem 1 Using your school’s behavior
data from this school year, and the previous year, look for the difference between the average major ODRs per school day, per month and the average achieved during the corresponding months of the previous school year.
Is there a problem?
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Activity 5: Identifying Problem 2 Using your school’s behavior
data, look at the average major referrals per day, per month for the current school year.
Is there a noticeable trend? Is the trend desirable? Is there a problem?
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Activity 6: Identifying Precise Problem StatementWhich partial statement is more
precise? 15
Too many ODRs 15 instances of
disrespect24 ODRs between 1:00 and 1:30
Too many ODRs in the afternoon
Too many ODRs outside the classroom
25% of students have at least 2 ODRs
Too many ODRs on the playground
6 ODRs on the playground
Many students have ODRs
Total of 12 ODRs for aggression on the playground in the last month; this number is more than last year and shows an increasing trend for this year; these incidents are occurring during the first recess, and there are different students involved each time.
Which statement is a complete Precise Problem Statement?
Activity 7: Designing Solutions Transfer your hypothesis about your own
school’s problem to the top of the Meeting Minutes and Problem-Solving Action Plan Form.
Using the goal setting guidelines, develop a goal for improvement.
Begin designing solutions using the prevent/teach/respond format.
Using the second part of the Meeting Minutes and Problem-Solving Action Plan Form to assign responsibilities for implementing the plan and set dates for follow-up.
In follow-up sessions, review the action plan and assess progress towards goals.
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Activity 8: Ensuring Effective Consequences On the activity sheet,
list all consequences you have used in the past when dealing with problem behavior.
Indicate which ones have and which ones have not been effective in changing the student’s behavior.
Activity 8: ContinuedConsequence Effective Ineffective