Positive Behavior Support for ALL Michigan ... - Oakland Schools

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Section 2 Assessing the Status of Positive Behavior Support in Your District
Section 2 Assessing the Status of Positive Behavior Support in Your District Don’t fix blame, fix the system. W. Edwards Deming Positive Behavior Support (PBS) is a systems approach. A common core of beliefs about the needs of students and about the responsibility of the system to meet those needs must exist. Schoolwide policies and procedures that reflect those beliefs must be established. Getting Started with Positive Behavior Support • First, increase your school’s capacity to initiate and sustain new innovations through training and resources. • Then, clarify and communicate norms about behavior: Ready? Start... Go! √ √ √ √ √ Review board policy. Establish school rules. Provide consistent enforcement of rules. Provide consistent and rich positive reinforcement. Communicate norms through system and school-wide campaigns. • Finally, establish effective academic support with high expectations. What Does Not Work? • Suspension, exclusion, punishment, and counseling when used in isolation • Focusing effort on a few kids and not paying attention to the foundation of the whole system • Simply attempting to control someone else’s behavior What Does Work? • Listening to a student’s words and addressing a student’s actions • Understanding that all behavior has a function Section 2 – 1
Page 1 and 2: MDE Michigan Department of Educatio
Page 3 and 4: MDE Michigan Department of Educatio
Page 5 and 6: Reviewers Kathy Al-Rubaiy, Superint
Page 7 and 8: Introduction - 4
Page 9 and 10: Introduction - 6
Page 11 and 12: Section 4 - Completing a Functional
Page 13 and 14: Basic Skill Builders: A Precision T
Page 15 and 16: Section 1 Exploring Beliefs and Def
Page 17 and 18: • Learning and behavior problems
Page 19: • Greater student self-control an
Page 23 and 24: • Schoolwide reward structure is
Page 25 and 26: Positive Behavior Support Works! Ge
Page 27 and 28: Two county school districts in Flor
Page 29 and 30: liked him, and helped him when he n
Page 31 and 32: Assessing and Planning Positive Beh
Page 33 and 34: Worksheet 2.2 (con’t) District-Wi
Page 35 and 36: Worksheet 2.3 (con’t) Building-Ba
Page 37 and 38: Worksheet 2.4 (con’t) Classroom-B
Page 39 and 40: Worksheet 2.5 (con’t) Individual
Page 41 and 42: 5. Check one system to ❑ District
Page 43 and 44: Section 3 Building a Model Positive
Page 45 and 46: • Shared common goal and purpose
Page 47 and 48: • During lunch time • During a
Page 49 and 50: Worksheet 3.2 Sample Support Team W
Page 51 and 52: Worksheet 3.4 Support Team Checklis
Page 53 and 54: Worksheet 3.5 (con’t) In your opi
Page 55 and 56: Section 4 Completing a Functional A
Page 57 and 58: • For successfully and thoroughly
Page 59 and 60: Figure 4.1 Functional Assessment of
Page 61 and 62: • Analysis applied for time, plac
Page 63 and 64: ❑ ❑ ❑ Student limited self co
Page 65 and 66: ❑ ❑ Peer tutoring Other Suspect
Page 67 and 68: ❑ ❑ ❑ ❑ ❑ ❑ ❑ ❑ ❑
Page 69 and 70: Section 5 Collaborating on a Positi
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Figure 5.1. Positive Behavior Suppo
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Worksheet 5.1 Initial Planning for
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Worksheet 5.1 (con’t) Set timer f
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Trials of this collaboration exampl
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Worksheet 5.2 (con’t) What functi
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Worksheet 5.3 (con’t) Plan Evalua
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Worksheet 5.4 (con’t) Functional
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D. Use the “1-6” scale to indic
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Worksheet 5.4 (con’t) Case Illust
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Section 6 Linking Positive Behavior
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cognitive, or emotional impairments
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programs and services. In determini
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Ideally, effective IEPs document sh
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• Ancillary and other related ser
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Manifestation Determination Review
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General Change of Placement A gener
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When a placement is made by a court
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Section 7 Designing Positive Behavi
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C. Select and Teach Replacement Beh
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• Up to 25.6% of eighth-grade stu
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Life experiences define a person’
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Table 7.1. Sociocultural Considerat
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Section 8 Responding to Emergency S
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closely review P.A. 102, the Statew
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Section 9 Conclusion We have come a
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Section 10 Resources If you want tr
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California: Positive Interventions
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Commercially Available Resources: C
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9. Life Space Intervention: Talking
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tangible. The scale poses questions
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Suggested Websites • Center for E
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17. Transition from activity to act
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Survey: Preventing and Responding t
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Does your school… 9. Take steps t
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At-a-Glance Comparison of Tradition
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Section 11 Assessment Tools on Disk
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Section 12 Glossary
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Direct observation: a method used t
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Section 13 References and Supportin
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Cartledge, G. (1996). Cultural dive
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Hollinger, J. (1987). Social skills
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Mueller, F., Jenson, W. R., Reavis,
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Sugai, G., Horner, R., & Sprague, J
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Section 14 Reader Response
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Michigan Department of Education At
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