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![Page 1: School-wide Positive Behavior Support January 6, 2006 Manchester Public Schools 25 Industrial Park Road, Middletown, CT 06457-1520 · (860) 632-1485 Connecticut.](https://reader035.fdocuments.in/reader035/viewer/2022081519/56649f4e5503460f94c704c0/html5/thumbnails/1.jpg)
School-wide Positive Behavior Support
January 6, 2006 Manchester Public Schools
25 Industrial Park Road, Middletown, CT 06457-1520 · (860) 632-1485
Connecticut State Department of Education · Division of Teaching & Learning Programs and Services
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11/29/05 SERC 2
Recap of Day 2 Topics Building Faculty Involvement Definitions of Target Behaviors Developing Behavior Tracking Forms (In
Progress) Office Discipline Referral Forms Classroom Behavior Tracking Forms
Developing a Coherent Behavior Response Process
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11/29/05 SERC 3
Today’s Topics Team Updates Effective Consequences Identifying School-wide Expectations Identifying Rules for Unique Settings
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11/29/05 SERC 4
TEAM UPDATES 3 Things you have accomplished since our
first meeting
2 Things you’d like to share
1 Task you will do as a next step
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Behavior Tracking Forms
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11/29/05 SERC 6
Characteristics of an Effective Office Referral Form A clear distinction between problem
behaviors that are staff-managed (minor) versus office-managed (major)
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11/29/05 SERC 7
Major Discipline Incidents Defined
Discipline incidents that must be handled by the administration.
Purpose Once behaviors are operationally defined, it is
essential that the team distinguish the major discipline incidents from the minor to determine the appropriate consequence
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11/29/05 SERC 8
Minor Discipline Incidents Defined
Discipline incidents that must be handled by the classroom teacher and usually do not warrant a discipline referral to the office.
Purpose To determine appropriate consequence and
where the consequence should be delivered.
These incidences are tracked.
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11/29/05 SERC 9
Emergency or Crisis Incidents Defined
Discipline incidents that require immediate response from administration and/or crisis response team
Purpose Maintain order and safety during emergency
situations
Each school is urged to consult their district and school policies for emergency/crisis incidents
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11/29/05 SERC 10
Categorizing Behaviors District team
What should a district policy say about
Major behaviors Minor behaviors Crisis Incidents
Bowers Take your list of
behaviors and determine if they are major or minor
How will you get faculty consensus?
Bennet Brainstorm a list of
consequences for levels 1 and 2.
How will you get faculty consensus?
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Action Plan!
What will you do with this information?
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Office Discipline Referral Form
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11/29/05 SERC 13
Office Discipline Referral Form Office referrals should
answer the following questions: Who Why What When Where
Clarity on the referral form takes the guess work out of the data entry person’s job
Data will be more reliable and accurate as judgment calls are minimized
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11/29/05 SERC 14
Characteristics of an Effective Referral Form Student’s name Date Time of incident Student’s Teacher
(optional) Student’s grade level Referring Staff Location of Incident
Problem behavior Possible motivation Others involved Administrative
Decision Other comments No more than 3 extra
info.
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11/29/05 SERC 15
Activity: Office Referral Form Compare your school’s current discipline
referral form to the characteristics presented
Discuss as a team what components your referral form may be missing and how it could be improved
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Action Plan!
What will you do with this information?
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Classroom Tracking Forms
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11/29/05 SERC 18
Goal of the Tracking Form Collect data that is necessary to identify
effective ways of changing inappropriate classroom behavior (minor) before it results in an office discipline referral (major)
Determine how this information will connect to EIP
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11/29/05 SERC 19
Classroom Tracking Forms Classroom behaviors take up considerable
amounts of teacher time that could be better spent on instruction
Forms assist in identifying the pattern of behavior and determining interventions that will be most effective for the student(s)
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11/29/05 SERC 20
Classroom Tracking Forms District team
What information from classroom tracking would you like to track district-wide?
How would this data connect to EIP?
Bowers & Bennet Determine what data
you would need from classroom tracking system
Determine how this data will support
School-wide decisions EIP Process
Determine how a classroom tracking system can be done for your school
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Action Plan!
What will you do with this information?
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A Coherent Behavior Response Process
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11/29/05 SERC 23
Behavior Response Process Evaluate current behavior response
process and procedures Is the process meaningful and effective Identify whether teachers are following the
current plan for completing office discipline referrals
Interview teachers on their perceptions regarding the school’s responsiveness to behavior
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11/29/05 SERC 24
Behavior Response Process The next step is to insure that a school has
a predictable Behavior Response Process. This process must be defined, taught, and agreed upon with all staff, and must include definitions for: Major discipline incidents Minor discipline incidents Tiered system level I, II & III Emergency or crisis incidents A continuum of discipline procedures
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11/29/05 SERC 25
Developing a Coherent Behavior Response Process Once your school has developed
appropriate definitions of major, minor, and crisis incidents, it is necessary to develop a coherent response process The process can be either narrative or graphic
(see examples on following pages)
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Positive Behavior Support Flow Chart
Level ILevel III Level II
Immediate Office Referral
Administrator consequence with teacher input when appropriate
Parent Contact
Accumulation of 5 Level II Infractions
become Level I monitored
by office staff
Teacher redirection
office notification use Action
Form
Re-teaching & Teacher
consequence
Parent Contact
Teacher redirection/re-
teaching Example… move seat,
verbal warning, note in assignment
book
Behavior continues move to Level II
monitored by teacher
EIP Process
Behavior strategies taught by staff
Goal:
Improved Student Behavior
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ObserveBehavior of Concern
Is the behaviormajor?
Develop Intervention NO Send to officeYES
Determine the consequence,/intervention
Develop intervention &determine consequence
File in teacher’sbox
Write contract & contact parents
Make copies for parents signature
Follow upwith student
within aweek
Sample Response Process
Re-Teach Appropriate Behavior
Adapted from the FL PBS Project: University of South Florida
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11/29/05 SERC 28
Response Process District team
Determine the best forum for EIP & PBS representatives to come together and address this question:
What should the district policy be for addressing behaviors of concern?
What process should schools follow?
Bowers & Bennet Determine the best
forum for EIP & PBS representatives to come together and address this question:
What process should teachers follow to address a behavior of concern?
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Action Plan!
What will you do with this information?
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Developing Effective
Consequences
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11/29/05 SERC 31
What is the Purpose of Developing Consequences The more students know the rules and
consequences for misbehavior and are aware that the rules in a school are applied fairly under a “system of laws,” the less victimization and disorder is present in the school (Mayer & Leone, 1999)
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11/29/05 SERC 32
When Developing Consequences… Clearly identify where various behaviors
will be managed (classroom vs. office referral)
Develop an array of responses to behavior of concern
Include opportunities for students to learn and practice more acceptable behaviors
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11/29/05 SERC 33
When Developing Consequences… Develop a system for notifying:
staff involved with the discipline of a particular student
parents to avoid inconsistencies students and reminding them of their
responsibilities with regard to consequences if the intervention will not be administered immediately
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11/29/05 SERC 34
When Developing Consequences… Establish re-entry procedures for staff and
students to follow when a student returns to class
Align data collection procedures with the school-wide discipline plan
Develop documentation processes that facilitate the analysis of problems at all levels
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11/29/05 SERC 35
When Developing Consequences… The system should not rely entirely on the
student’s ability and/or willingness to inform parents of the problems
AVOID long delays between the notification of misbehavior and the implementation of a disciplinary action
Refrain from establishing a policy of revoking previously earned rewards
Example: Detention scheduled one week later
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11/29/05 SERC 36
Effective Strategies for Classroom Level Including effective interventions at the
classroom level: Re-teach the expectations/rules Change seating arrangements Conference with parent and/or student Peer mediation Student contract Provide choices Remove tempting items from the classroom
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11/29/05 SERC 37
Effective Strategies for Classroom Level Including effective interventions at the
classroom level: Humor Let the student “save face” Re-direction Failure to earn a privilege Restitution/apology Prompt & cue both verbal & non-verbal Reward alternate positive behavior
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Examples of Responses
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11/29/05 SERC 39
Examples of Administrative Responses Conference with
student Individualized
instruction Loss of privilege Out-of-school
suspensions Saturday school
Time in office Time out/detention Expulsion In-school suspension Other Parent contact
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11/29/05 SERC 40
Examples of Classroom Responses Staff trained to immediately correct:
Name problem behavior State school-wide expected behavior Model expected behavior Ask student to demonstrate behavior Provide acknowledgement to student
Staff trained to administer consequence: Follow procedures based on major/minor
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11/29/05 SERC 41
Challenges Aligning consequences with other
components of the school-wide positive behavior support plan
Communicating among staff and administration
Communicating with parents Developing a hierarchy of consequences Maintaining a consistency in delivery of
consequences
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11/29/05 SERC 42
Solutions Provide opportunities for staff, families,
and students to contribute ideas Align plans for consequences with other
components of the school-wide plan Streamline documentation procedures to
facilitate communication Train all staff and administrators in
procedures to maintain consistency Identify each person’s role in the process
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11/29/05 SERC 43
Solutions Train multiple staff members to assume
responsibilities for detention, in-school-suspension, and other disciplinary processes
Plan for other staff members to assume the roles of people who are absent
Tape training sessions and keep training materials on file for use during booster sessions and with newly hired staff
Notify all parents of the new discipline procedures
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11/29/05 SERC 44
Response Process District team
Which behavior should reach attention of the district level?
When referrals reach the attention of district/central office (e.g., Expulsion Committee, Truancy Committee)?
What process should schools follow?
Bennet Put list of responses
(minor and major) in a format that can be shared with staff and families as a reference:
(e.g., Create a flow chart/visual representation)
Bowers Create a list of
minor/major behaviors aligned with some suggested responses:
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Action Plan!
What will you do with this information?
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School-wide Expectations
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11/29/05 SERC 47
School-wide Expectations Definition:
A list of specific, positively stated behaviors that is desired of all faculty and students
Also referred to as concepts These expectations should be in line with the
school’s mission statement and should be taught to all faculty, students, and families
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11/29/05 SERC 48
Guidelines for Expectations Identify behaviors expected of all students
and staff in all settings Select 3 to 5 behaviors State expectations in positive terms Select expectations that are general
enough to be applicable in multiple settings, but specific enough to be of assistance in generating rules for targeted settings
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11/29/05 SERC 49
Depaolo Middle School’s Patriot Pride Pride in Self
Pride in Others
Pride in School
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11/29/05 SERC 50
Shelton Public Schools A Shelton Learner is:
Respectful
Responsible
Safe
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11/29/05 SERC 51
Washington Middle School’s Washington Way Respect for Self
Respect for Others
Respect for School
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11/29/05 SERC 52
East Hartford Middle School Be Respectful of Human Rights
Be Safe
Be Responsible
Be a Positive Role Model
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11/29/05 SERC 53
Expectations
Broadly Stated
Applies to ALL
Settings/People
Positively Stated
Aligned with
Mission
FL PBS Project: University of South Florida
Do They Meet the Criteria?
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Developing Expectations for Specific Settings
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Example of School Matrix Hall Cafeteria Outside
Recess
Be safe Walk facing forward. Stay to the right except when directed otherwise.
Hold tray with 2 hands, walk single file facing forward, keep all food to self without sharing.
Walk in hall & on sidewalk, stay within the boundaries, use equipment safely, follow game rules, tag & chasing prohibited.
Be prepared Have planner signed.Be on time.
Have lunch money ready.Know what you want to order.
Be dressed out & in place on time.Be ready to repeat instructions when asked.
Be respectful Keep hands, feet & objects to self, use voices appropriately, ignore students who are sitting in the hall.
Keep hands, feet & objects to self, use quiet inside voice, face forward & keep the line moving.
Keep hands, feet & objects to self, use polite language and respectful tone of voice.
FL PBS Project: University of South Florida
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Depaolo Middle School’s Patriot Pride Pride in Self Pride in Others Pride in School
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Patriot Pride-Classroom Expectations Take PRIDE... in yourself
Be on time to class with materials. Listen and follow directions. Strive for excellence
Take PRIDE... in each other Be courteous by using polite language. Keep hands, feet, and objects to self. Respect other people's property.
Take PRIDE... in your school Keep books covered. Use classroom materials appropriately. Prevent and report vandalism.
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Patriot Pride-Bus Expectations Take PRIDE... in yourself
Remain in your seat. Wait for bus in safe area.
Take PRIDE... in each other Respect other people's property. Keep hands, feet, and objects to self. Be courteous by using polite language.
Take PRIDE... in your school Keep food and drink in backpack or lunch bag. Place trash in wastebasket. Prevent and report vandalism.
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Patriot Pride-Library Expectations Take PRIDE... in yourself
Choose any book. Check the due date. Return books on time Be quiet in the library.
Take PRIDE... in each other Return books to allow others to borrow them. Find a book? Return it to the library.
Take PRIDE... in your school Books are resources everyone should have access to. Project finished? Return those books.
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B A M S B-Be Respectful
A-Act Appropriately
M-Manage Your Time and Tasks
S-Strive for Success
T.Knoster, 2000
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BAMS: Morning Areas Be respectful
Remain in designated areas Act appropriately
Keep hands, feet, and objects to self Talk quietly
Manage your time Use designated exits Exit in orderly manner
Strive to succeed Keep self and other safe by not rushing around Help others when needed
T.Knoster, 2000
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BAMS: Cafeteria Be respectful
Wait patiently in line Follow the flow of traffic (outside-in)
Act appropriately Keep your food & utensils on trays or in mouth Raise hand to leave seat Walk at all times
Manage your time Be there on time Have money/ticket ready to pay
Strive to succeed Clean your area before you leave
T.Knoster, 2000
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BAMS: Hallway Be respectful
Keep hallways clean & free of litter Act appropriately
Walk at all times Close locker quietly Keep to the right
Manage your time Go to locker during designated times Be in your class when the bell rings
Strive to succeed Help others when needed Give others a chance to get into their locker
T.Knoster, 2000
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Response Process District team
Discuss district perimeter on setting school-wide expectations:
Bennet & Bowers Create a matrix of
expectations in specific settings:
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Action Plan!
What will you do with this information?
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Questions…?
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Next Steps…….
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Next Training Date Day 4 March 24, 2006
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Technical Assistance Dates Day 2 February 16, 2006 Day 3 March 31, 2006 Day 4 May 25, 2006