Dr. Susan Erber
Superintendent
Helen Kaufman
Administrative Assistant Superintendent of Clinical and Support Services
Council of School Supervisors and Administrators
United Federation of Teachers
District 75 Office of Clinical and Guidance Services
Office of Positive Behavior Support
GUIDELINES
FOR
ENHANCING STUDENT OUTCOMES
THROUGH
POSITIVE BEHAVIOR SUPPORT
March 2004
GUIDELINES FOR ENHANCING STUDENT OUTCOMES
THROUGH POSITIVE BEHAVIOR SUPPORT
Table of Contents
MISSION
District 75 Flow Chart of Interventions to Support Student Outcomes
EXEMPLARY BEHAVIOR STANDARDS WITH A CASCADE OF INTERVENTION STRATEGIES
I. DEVELOP SCHOOL MISSION STATEMENT School and Classroom Interventions
II. BEHAVIOR PERFORMANCE STANDARDS
1. Discipline Code
2. Daily Student Arrival/Departure Assessment Protocol
3. Intake Procedures
4. School Crisis Response Procedures
III. PROGRAMMATIC ELEMENTS
1. School’s Incentives for Positive Behavior
2. Prosocial Skill Development
3. Students’ Behavior Intervention Plans Based on Functional Behavioral Assessments
IV. PUPIL PERSONNEL TEAM MEETINGS
1. Case Conference Site Meetings
2. Safety Review and Incident Analysis
V. PROFESSIONAL DEVELOPMENT
Appendices Other behavioral assessment formats are available in schools and may be used
A Request Form For School Based Pupil Personnel Team Supports
B Parent Questionnaire For School Based Pupil Personnel Team
C School Based Support Team Action Plan and Follow Up
D Frequency Chart* used to chart frequency of a behavior and patterns of occurrence
E ABC Chart* used to examine antecedents and consequences of a behavior
F Interview of People in the Student’s Environment* used to examine antecedents and consequences of a behavior and determine function of a behavior
G Reinforcers used to determine a student’s preferred reinforcers
H Integration of Information and Plan Development used to structure meetings and to document the work of the team in developing Functional Behavioral Assessments and Behavior Intervention Plans
I Crisis Intervention Room Log
J Using the Insights of LSCI to Develop Behavior Intervention Plans
* These forms are based on similar forms by Dr. Dan Crimmins
GUIDELINES
FOR
ENHANCING STUDENT OUTCOMES
THROUGH
POSITIVE BEHAVIOR SUPPORT
MISSION
District 75 is committed to collaboratively developing and implementing best practices in positive behavior supports to promote responsible, appropriate student behavior. This will be accomplished by using a team approach and the school’s values and beliefs, embraced and supported by staff. Positive behavior supports develop students’ self control, problem solving, and prosocial skills and help them to benefit from the academic, social, and vocational experiences which schools offer.
This manual, Guidelines for Enhancing Student Outcomes Through Positive Behavior Support is meant to assist school leadership and Pupil Personnel Teams in District 75 to identify and implement best practices in effectively intervening with challenging behavior.Schools may have developed their own manuals and forms which may be used.
The manual:
· presents a cascade of interventions at the school-wide and classroom level
· outlines specific strategies and exemplary practices in positive behavior supports
· guides educators (administrators, pedagogues, paraprofessionals) in collaborating across disciplines, working with families and utilizes community resources
· enables educators (administrators, pedagogues, paraprofessionals) to respond to challenging behaviors in a way which enhances students’ ability to benefit from educational opportunities in the Least Restrictive Environment.
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District 75Dr. Susan Erber
Superintendent
Helen Kaufman
Administrative Assistant Superintendent of Clinical and Support Services
Office of Clinical and Guidance Services
Office of Positive Behavior Support
EXEMPLARY BEHAVIOR STANDARDS *
WITH A
CASCADE OF INTERVENTION STRATEGIES
* Source:
Rubrics for Positive Behavior Support Plan
Written by District 75/UFT/CSA Spring 1997
I. DEVELOP*- SCHOOL MISSION STATEMENT / SCHOOL AND CLASSROOM INTERVENTIONS
EXEMPLARY
1. Team Approach
Administrative staff, teacher, paraprofessionals, parents, students, counselors, deans, nurses, lunchroom staff, school aides, SAPIS, SSA’s, N.Y.P.D., and probation officers collaboratively contribute to the Schoolwide Behavior Plan’s Mission Statement. / ¨ Review Mission Statement at beginning of school year and throughout the year with the entire school community
¨ Post Mission Statement throughout the school building
¨ Include the Mission Statement in every letter, newsletter and memo sent to staff, parents and students
¨ Engage school staff in stating how their work contributes to the Mission Statement
¨ Give parents opportunities to discuss Mission Statement and state how their interaction with their children and school staff contributes to the school’s Mission Statement
¨ Review with students how their academic performance and behavior contributes to the school’s Mission Statement
2.. School’s Values and Beliefs
The school mission statement contains the following characteristics and becomes an organic system to meet the changing needs of the school community:
- A belief that all students can strive to meet high standards and develop to their fullest potential
- An emphasis on the role of the school, home and community in ensuring youngsters’ cognitive, emotional and social growth
- The responsibility of the school community to engage all students in positive, motivating and productive activities
- The school affirms the development of personal responsibility on the part of students and staff / ¨ Communicate and model on a daily basis the high standards expected of students at all assemblies and school meetings
¨ Work collaboratively with each other and with parents/care givers to support youngsters’ cognitive, emotional and social development
¨ Meet on a regular basis to plan strategies to help students engage in positive, motivating and productive activities
¨ Post students’ exemplary academic work throughout the building
¨ Post students’ names who have attained Level 3 and/or Level 4 (responsible behavior) in the Schoolwide Behavior Plan
¨ Establish communication with parents and/or guardians by telephone and/or enlist family worker or attendance teacher and paraprofessional to visit parents and enter information in AIS Log
¨ Make parents and/or guardians aware of your concerns, while eliciting their input and recommendations
¨ Encourage parents to share strategies that are effective at home and establish a team approach to helping the student
¨ Tell parents you will keep them informed and may be consulting with colleagues to help assist you in coming up with additional strategies to better support their child.
3. Embraced and Supported by Staff
All members understand the mission and implement all components of the Schoolwide Behavior Plan. The Plan has a shared belief system with high expectations in which all students can be successful. The mission statement guides program implementation, review and modification. / ¨ Have entire school community periodically assess how their work and actions contribute to the school’s mission
¨ Have entire school community participate in developing a plan of action to improve the implementation of the school’s Mission Statement, specifically as it relates to their work and interaction with students
II. BEHAVIOR PERFORMANCE STANDARDS
1. Discipline Code /
SCHOOL AND CLASSROOM INTERVENTIONS
EXEMPLARY
1. Clear and Appropriate Consequences and Redirection for Misbehavior
The School Discipline Code contains all of the following components and enables students to generalize prosocial behaviors at home, in school and in the community:
- Highly structured, routinized and consistent systems
- Meaningful positive incentives
- Appropriate consequences
- Alternative to suspensions
- High academic standards
- Community resources
- Parental involvement
- Ongoing formal behavior assessment
- Opportunities to achieve Least Restrictive Environment (L.R.E.)
Students successfully incorporate all aspects of discipline code and are reevaluated regularly for L.R.E. / Interventions that Support the School Discipline Code:
¨ Discuss School’s Discipline Code with students and parents to help them understand consequences of behavior
¨ Have students and parents sign a receipt for the School Discipline Code
¨ Support teacher and paraprofessionals’ activities to help students understand and comply with the School’s Discipline Code
¨ Support the school’s incentive program and alternatives to suspensions
¨ Provide activities and appropriate interventions for students to help them develop and exhibit prosocial behaviors at home, in school and in the community
¨ Reevaluate students regularly for L.R.E.
2. Consistent Implementation of School Rules
Administrative staff, teacher, paraprofessionals, parents, students, counselors, family workers, SAPIS, SSA’s, school aides, office staff, bus drivers, matrons, N.Y.P.D. and probation officers, etc., contribute to the development and consistent implementation of the Discipline Code. / Consistent and Ongoing Implementation of the Discipline Code:
¨ Support the school’s implementation of their Discipline Code
¨ Present awards to students for good citizenship and leadership
¨ Conduct assemblies to acknowledge students’ prosocial and responsible behavior
¨ Conduct staff meetings to reaffirm the Discipline Code and explore lapses in its implementation
3. Alternatives to Suspension
School collaboratively develops with all stakeholders a variety of alternatives to suspensions and programs developed for suspended students. School tracks students who have participated in alternative program which will evidence an increase in students’ prosocial behavior. / Alternatives to Suspension:
¨ Establish and implement various programs and options for students who are at risk of being suspended, or have been suspended
¨ Participate in monitoring students in alternative programs to assess improved behavior and compliance with school rules
¨ Reach out to students and provide appropriate intervention
II. BEHAVIOR PERFORMANCE STANDARDS
2. Daily Student
Arrival/Departure Assessment Protocol / SCHOOL AND CLASSROOM INTERVENTIONS
EXEMPLARY
Screening Process for Physical and Emotional State at Arrival/Departure
1. Team Approach
Administrative staff, teacher, paraprofessionals, parents, students, counselors, deans, SAPIS, NYPD, SSA. and probation officers, bus personnel, nurses, etc. contribute to the development and implementation of Daily Student Arrival/Departure Assessment Protocol. / Team Approach:
¨ Participate in developing Daily Student Arrival/Departure Assessment Protocol which delineates lines of responsibility for all involved, i.e. administrative staff, deans, counselors, teacher, paraprofessionals, SAPIS, parents, students, SSA, NYPD and other pertinent staff
2. Policies and Procedures
The Daily Student Arrival/Departure Assessment Protocol contains all of the following procedures and eventually creates an environment where students are active participants in creating a safe school:
- Warm positive atmosphere
- Highly structured arrival, transitional and dismissal procedures
- Assessment of students’ emotional, physical and health status on arrival
- Visual and/or physical assessment of weapon/drug possession
- Use of Positive Incentives in Behavior Plan by entire school staff
- Formalized lateness policy
- Collection of Metro Cards at beginning of day (as appropriate)
- Conduct and Progress Report Cards / Arrival/Departure Routines
¨ Work with students to support their understanding and compliance with the School’s Student Arrival/Departure Assessment Protocol
¨ Assist in monitoring students’ behavior during arrival/departure times to ensure adherence with all aspects of the School’s Student Arrival/Departure Assessment Protocol by having a well organized plan of supervision for the teacher, paraprofessionals, counselors and school aides
¨ Provide planned activities during arrival and departure
¨ Design and implement lateness policy
¨ Observe and intervene with students who demonstrate signs of physical/emotional distress
¨ Take actions with students who possess unauthorized property
3. Intervention
Non-compliant/at-risk students are identified and referred to dean, counselors, teacher, paraprofessionals and other support staff, who intervene in a constructive manner which address the specific presenting needs of the student. Feedback is given to the teacher and paraprofessional and included in a recorded system. / Guidance and Counseling Support:
¨ Reach out to at risk and noncompliant students to help them adhere to the School’s Student Arrival/Departure Assessment Protocol
II. BEHAVIOR PERFORMANCE STANDARDS
3. Intake Procedures / INTAKE GUIDELINES FOR SCHOOL STAFF
EXEMPLARY / COUNSELING INTAKE CONFIDENTIAL
Student:______Date of Birth:______Parent/Guardian/Agency:______
Address: ______Telephone: ______Birth Mother’s Name:______
______Emergency Contact #1 &Telephone: ______
OSIS #:______SS#:______Emergency Contact #2 &Telephone: ______
Medicaid Number OR Health Insurance Provider & Policy Number:______
Handicapping Condition:______PRIOR SCHOOL:______
Reading Level:______Regents PASSED: Date Regents PASSED: Date
English______U.S.History______
Math Level:______Math______
Biology______
Health Concerns/Medication:______
Medical Doctor’s Name/Clinic & Telephone:______Psychiatrist’s Name & Telephone:______
Psychiatric/Suicidal Past/Present Information:______
Household Members (include sibling’s names, dates of birth & attending schools): ______
Parent/Guardian Concerns & Comments______
IEP Received?______Counseling Goals:______
Transition/Work Goals:______
Agency Involved with (e.g., Home Attendant, Foster Care):______Agency Staff & Telephone:______
ACS Involved (circle): YES NO If yes, ACS Caseworker’s Name & Telephone:______
Probation/Parole (circle): YES NO If yes, Probation Officer & Telephone:______
Suspensions (circle): YES NO If yes, give particulars ______
Trigger (Behavior that ignites conflicts and fights)______
OTHER REMARKS: ______
School Staff: Do you have a signed Consent of Parent and MD for Medication Administered in School and a signed Request For Release of Records
/Information?
ML Rev.2/04 Intake Date:______Signature of School Staff:______
1. Review of Cumulative Records, Clinical Files, Medical Needs, Hospital and Agency Affiliations
The school has an intake and admission process known to instructional and counseling staff who identify, review and secure all files. Schools respect the confidential nature of all school/ clinical documents.
School procedures facilitate the sharing of critical information and utilize data to develop students’ behavior intervention plans.
2. Identification of Clinical Issues
Counselors identify clinical issues of students and share information with relevant staff and make appropriate agency referral, and work collaboratively with agencies and parents.
Staff uses intake protocol to obtain critical information and to plan. / Assessment and Monitoring:
¨ Consult with school nurse about any health concerns, questionable medical/physical issues, vision/hearing assessment status
¨ Inform student’s teachers and paraprofessionals of any students’ medical condition (heart problems, asthma, etc.)
¨ Consult with guidance counselor and/or other staff responsible for monitoring attendance
¨ Consult with counselor/clinician when student reports suicidal thoughts and/or instances of child abuse/neglect
¨ Collaborate with student’s therapist, physician and treating psychiatrist
¨ Consult with other school staff (i.e., Administrators and pedagogues) and previous teachers and paraprofessionals
¨ Review the IEP
¨ Check the student’s cumulative records for significant information and attendance information
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