Supporting Positive Behaviour in Alberta Schools

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Supporting Positive Behaviour in Alberta Schools Dwaine M Souveny Central Alberta Regional Consortium 2010-2011 D.M. Souveny Action Planning

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Supporting Positive Behaviour in Alberta Schools. Dwaine M Souveny Central Alberta Regional Consortium 2010-2011. Supporting Positive Behaviour in Alberta Schools Key Element # 10 Action Planning: for Schools and Individuals June 21, 2011. Dwaine M Souveny - PowerPoint PPT Presentation

Transcript of Supporting Positive Behaviour in Alberta Schools

Page 1: 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

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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

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D.M. Souveny Action Planning

Supporting Positive BehaviourIn Alberta Schools (2008)

A School Wide Approach

A Classroom Approach

An Intensive Individualized Approach

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Supporting Positive BehaviourIn Alberta Schools

10 Key Elements

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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

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D.M. Souveny Action Planning

Supporting Positive Behaviour in Alberta Schools

Key Element Ten:

Action PlanningFor Schools and Individuals

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Action Plan for School Change

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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

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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?

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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

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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.

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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?

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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

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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

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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.

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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

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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

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Creating Choices With Creative Consequences

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Steps for Success

Identify:What steps need to be taken Who is going to take themWhen they will be taken

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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

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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

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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

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BelieveEstablish the relationshipDevelop a plan

Understand the childModify the classroomDifferentiate InstructionTeach social skillsCreate choices through creative consequencesUse data-driven decision making

Get SupportBelieve

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Supporting Positive Behaviourin Alberta Schools

….review information& invite a friend

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