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

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• Continuum of consequences for problem behavior is available. • Regular feedback on progress is disseminated to staff and students. • Staff is skilled in responding to students with learning and/or behavior problems. Where to Start? • Complete the schoolwide assessment and evaluation. • Set short- and long-term goals and objectives. • Develop and evaluate new procedures and systems. • Provide ongoing feedback to staff. • Involve community agencies and families at all times. When to Start? •Now! Section 2 – 4
Positive Behavior Support Works! George Sugai and Robert Horner, researchers at the University of Oregon, direct the federally funded Center for Positive Behavior Interventions and Support. They have studied Positive Behavior Support (PBS) in over 65 schools in Oregon, Hawaii, Texas, and British Columbia. In those schools, the schoolwide approach defines, teaches, and encourages socially appropriate student behavior in elementary and middle schools. While 85% of the students have intact social skills, the school establishes an effective environment that frees teachers to better address the needs of students with challenging learning and behavior problems. The effective school environment has support from four sources (see Figure 2.1). One, district/community support consists of developing policies and procedures philosophically aligned with the community’s and school’s missions. Two, schoolwide support consists of procedures and processes intended for ALL students and ALL staff. Specific setting support involves a team process that monitors school settings (e.g., cafeteria) where problem behaviors occur. The team develops strategies that prevent or minimize behavioral disturbances. Three, classroom support consists of routines and procedures through which teachers structure learning opportunities. Four, individual student support consists of immediate and effective responses to students who present significant behavior challenges. These intensive and individualized support systems may be needed for three to seven percent of students. Figure 2.1 A Systems Approach to Positive Behavior Support District/Community • Community, School Board & Superintendent with Aligned Philosophy • Policy • Procedures School • Principal’s Philosophy • Policy • Procedures Classroom • Teacher’s Philosophy • Policy • Procedure Student • Individual Performance Incentives • Functional Assessment of Behavior • Behavior Support Plan Section 2 – 5
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 and 20: • Greater student self-control an
Page 21 and 22: Section 2 Assessing the Status of P
Page 23: • Schoolwide reward structure is
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
Page 71 and 72: Figure 5.1. Positive Behavior Suppo
Page 73 and 74: Worksheet 5.1 Initial Planning for
Page 75 and 76:
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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Positive Behavior Support for ALL Michigan ... - Oakland Schools

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