Supporting Positive Behaviour in Alberta Schools
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Transcript of Supporting Positive Behaviour in Alberta Schools
D.M. Souveny Action Planning
Supporting Positive Behaviour in Alberta Schools
Dwaine M SouvenyCentral Alberta Regional Consortium
2010-2011
Supporting Positive Behaviour in Alberta SchoolsKey Element # 10
Action Planning:for Schools and Individuals
June 21, 2011
Dwaine M SouvenyCentral Alberta Regional Consortium
2010-2011D.M. Souveny Action Planning
D.M. Souveny Action Planning
Supporting Positive BehaviourIn Alberta Schools (2008)
A School Wide Approach
A Classroom Approach
An Intensive Individualized Approach
D.M. Souveny Action Planning
Supporting Positive BehaviourIn Alberta Schools
10 Key Elements
D.M. Souveny Action Planning
Supporting Positive Behaviour in Alberta Schools
10 Key Elements
Key Element 1: Positive RelationshipsKey Element 2: Learning EnvironmentKey Element 3: Differentiated Instruction (DI)Key Element 4: Understanding Student BehaviourKey Element 5: Social Skills InstructionKey Element 6: Positive ReinforcementKey Element 7: Fair and Predictable ConsequencesKey Element 8: Collaborative Teamwork/Leadership and the Wrap Around ProcessKey Element 9: Data-driven Decision Making
Key Element 10: Action Planning
D.M. Souveny Action Planning
Supporting Positive Behaviour in Alberta Schools
Key Element Ten:
Action PlanningFor Schools and Individuals
Action Plan for School Change
D.M. Souveny Action Planning
Step 1: Develop a Core Team
Change requires a core team of dedicated staff members• Who:a) Coordinate data collectionb) Use data to make decisionsc) Develop an action plan based upon datad) Use student and staff data to refine and
evaluate their efforts
D.M. Souveny Action Planning
Step 2: Assess the School’s Current Culture, Strengths, and Needs
A comprehensive school assessment generally involves two or three sources of data.
Where and how would you collect this data?
D.M. Souveny Action Planning
Step 2: Assess the School’s Current Culture, Strengths, and Needs
Possible sources of data:
1. Survey of staff, students, and parents2. Staff observations and discussions3. Facilitated sessions with staff4. Data that is already available
D.M. Souveny Action Planning
Step 3: Build Staff Consensus
• Success of a positive behaviour approach depends on the active participation of the member of the school community.
• Staff should have leadership roles• For success, at least 80% of the staff must
acknowledge the problem and commit to sustained involvement over the long term.
D.M. Souveny Action Planning
Step 4: Choose a Focus
• Schools need to focus on goals and related strategies that are clearly identified by the data and that all staff support.
• Concentrating on a few big ideas and translating these into measureable goals provides a good starting point
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Choose a focus
A Principal’s Story (A School Wide Approach pp. 83)
The HA HA SO technique for bullying
What are some important features of this story for Action Planning?
Step 5: Develop an Action Plan
Action plans define tasks, time lines, and responsibilitiesSample tasks might include:1. Define behavioural expectations: Understand
student’s behaviour2. Establish Positive relationships3. Modify classroom environment4. Teach specified behaviours/social skills5. Establish positive & negative consequences6. Monitor behaviour patterns – data driven decisions7. Work together as a team
D.M. Souveny Action Planning
D.M. Souveny Action Planning
Setting Goals
Data collected can be used to set a maximum of 3 to 4 measureable goals.Goals should be:1. Be immediately useful2. Lead to other related and/or more important or
complex skills3. Help students acquire greater independence and adopt
more socially acceptable behaviours4. Stated in positive terms according to what is hoped to
be achieved
D.M. Souveny Action Planning
Targeted Supports
Individual goal setting:-To begin the process, clearly describe the
specific behaviours that need to be increased or decreased to achieve success.
- Identify what new behaviours have to be learned
- Make a plan that addresses a manageable number of goals.
D.M. Souveny Action Planning
Goal Setting
1. Select an area of improvement2. Define the goals3. Decide on criteria for goals4. Discuss goals with student and parents5. Establish a system of reinforcement6. Monitor and modify intervention
D.M. Souveny Action Planning
Step 6: Communicate the Plan
• All students must be aware of and understand the school behavioural goals
• Communicating the behavioural plan is crucial to students, parents, and staff
D.M. Souveny Action Planning
Creating Choices With Creative Consequences
D.M. Souveny Action Planning
Steps for Success
Identify:What steps need to be taken Who is going to take themWhen they will be taken
D.M. Souveny Action Planning
Step 7: Implement, Monitor, and Evaluate Results of the Action Plan
• Implement-educate, refresh, and assess• Monitor and Evaluate-set up systems to collect data to evaluate
D.M. Souveny Action Planning
Individual Behaviour Support Plan
Most severe students require additional intensive and individualized strategies and support. Steps to Complete an individual behaviour support
plan:1. Parent involvement2. Understand the function of the behaviour3. Determine priorities4. Understand warning signs and plans for defusing5. Identify positive supports6. Develop the roles of peers7. Identify if any additional support is necessary
The GOODS Modelof Coaching
Goal: What is the goal?For the studentFor the team
Options:What are the students strengths- what are the teams strengths?What options or strategies are you going to use to achieve the
desired goal?Obstacles: What challenges might present themselves that
could work against obtaining your goal? Do it: What actions or steps are you going to take to achieve
your goal?Success: What will success look like when you have achieved it?
GOOD Model based on J.E. AuerbachGOODS Model as adapted by Wolf Creek Student Services
D.M. Souveny Action Planning
D.M. Souveny Action Planning
BelieveEstablish the relationshipDevelop a plan
Understand the childModify the classroomDifferentiate InstructionTeach social skillsCreate choices through creative consequencesUse data-driven decision making
Get SupportBelieve
Supporting Positive Behaviourin Alberta Schools
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All 10 Key Elements of this series are available at the Central Alberta Regional Consortium website
Email or phone me 403 506 [email protected]
D.M. Souveny Action Planning