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

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The Nature of the Approach Positive Behavior Support is not a “cookbook” approach that is implemented in exactly the same way in every setting. Instead, it is an approach that can be contextualized to address the identification and development of the values, skills, and resources inherent in various settings. Toward that end, the survey worksheets that follow can be employed to ascertain which procedures and practices are in place and which need to be developed to assure learning and promote prosocial behavior across settings and communities. An additional worksheet is provided to help users organize survey results into useful, goaloriented information. The “indicators” identified in this process can then serve as the basis for action planning and for verification of results. Section 2 – 10
Assessing and Planning Positive Behavior Support in Schools Date: This survey is designed to help assess and plan Positive Behavior Support in schools. It was adapted from one survey developed by the Pennsylvania Department of Education and Department of Public Welfare in collaboration with a Tri-State Consortium on Positive Behavior (Knoster, 1999) and from another developed by Lewis and Sugai (1999). Often, a comprehensive approach to understanding the challenging behavior of students within a variety of school factors is necessary. This survey, which will assist teams in assessing the extent to which PBS indicators are in place, addresses district-wide indicators, building-based factors, classroom variables, and individual student considerations. Districts that use the survey may find policy and program areas in need of attention and other areas that are intact and functioning well. A listing of many factors related to Positive Behavior Support in school follows. Name of School District: Name of School: Worksheet 2.1 Assessing and Planning Positive Behavior Support in Schools Type of School: ❑ Elementary ❑ Middle/Junior High ❑ High School ❑ Alternative ❑ Other: Total School Enrollment: Estimated number of students with chronic problem behaviors (i.e., students requiring extensive individualized support): Estimated number of days of expulsion and/or suspension for previous school year: Estimated number of office referrals for previous school year: Name of person completing the survey (optional): Position: ❑ Administrator ❑ General Educator ❑ Special Educator ❑ Parent/Family Member ❑ Teacher Assistant ❑ Counselor ❑ School Psychologist ❑ School Social Worker ❑ Community Member ❑ Student ❑ Other: Knoster (1999) Section 2 – 11
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 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: liked him, and helped him when he n
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
Page 77 and 78: Trials of this collaboration exampl
Page 79 and 80: Worksheet 5.2 (con’t) What functi
Page 81 and 82:
Worksheet 5.3 (con’t) Plan Evalua
Page 83 and 84:
Worksheet 5.4 (con’t) Functional
Page 85 and 86:
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,
Page 155 and 156:
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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