Supporting Positive Behaviour
in Alberta Schools
Dwaine M Souveny
Central Alberta Regional Consortium
2010-2011
D.M. Souveny Action Planning
Supporting Positive Behaviour
in Alberta Schools
Key Element # 10
Action Planning:
for Schools and
Individuals
June 21, 2011
Dwaine M Souveny
Central Alberta Regional Consortium
2010-2011
D.M. Souveny Action Planning
Supporting Positive Behaviour
In Alberta Schools (2008)
 A School Wide Approach
 A Classroom Approach
 An Intensive Individualized Approach
D.M. Souveny Action Planning
Supporting Positive Behaviour
In Alberta Schools
10 Key Elements
D.M. Souveny Action Planning
Supporting Positive Behaviour in Alberta
Schools
10 Key Elements
Key Element 1: Positive Relationships
Key Element 2: Learning Environment
Key Element 3: Differentiated Instruction (DI)
Key Element 4: Understanding Student Behaviour
Key Element 5: Social Skills Instruction
Key Element 6: Positive Reinforcement
Key Element 7: Fair and Predictable Consequences
Key Element 8: Collaborative Teamwork/Leadership
and the Wrap Around Process
Key Element 9: Data-driven Decision Making
Key Element 10: Action Planning
D.M. Souveny Action Planning
Supporting Positive Behaviour in
Alberta Schools
Key Element Ten:
Action Planning
For Schools and Individuals
D.M. Souveny Action Planning
Action Plan for School Change
Step 1: Develop a Core Team
Change requires a core team of dedicated staff
members
• Who:
a) Coordinate data collection
b) Use data to make decisions
c) Develop an action plan based upon data
d) Use student and staff data to refine and
evaluate their efforts
D.M. Souveny Action Planning
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?
D.M. Souveny Action Planning
Step 2: Assess the School’s Current Culture,
Strengths, and Needs
Possible sources of data:
1.
2.
3.
4.
Survey of staff, students, and parents
Staff observations and discussions
Facilitated sessions with staff
Data that is already available
D.M. Souveny Action Planning
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.
D.M. Souveny Action Planning
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
D.M. Souveny Action Planning
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?
D.M. Souveny Action Planning
Step 5: Develop an Action Plan
Action plans define tasks, time lines, and
responsibilities
Sample tasks might include:
1. Define behavioural expectations: Understand
student’s behaviour
2. Establish Positive relationships
3. Modify classroom environment
4. Teach specified behaviours/social skills
5. Establish positive & negative consequences
6. Monitor behaviour patterns – data driven decisions
7. Work together as a team
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.
2.
3.
4.
Be immediately useful
Lead to other related and/or more important or
complex skills
Help students acquire greater independence and adopt
more socially acceptable behaviours
Stated in positive terms according to what is hoped to
be achieved
D.M. Souveny Action Planning
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.
D.M. Souveny Action Planning
Goal Setting
1.
2.
3.
4.
5.
6.
Select an area of improvement
Define the goals
Decide on criteria for goals
Discuss goals with student and parents
Establish a system of reinforcement
Monitor and modify intervention
D.M. Souveny Action Planning
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
D.M. Souveny Action Planning
Creating Choices With Creative
Consequences
D.M. Souveny Action Planning
Steps for Success
Identify:
What steps need to be taken
Who is going to take them
When they will be taken
D.M. Souveny Action Planning
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
D.M. Souveny Action Planning
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 involvement
2. Understand the function of the behaviour
3. Determine priorities
4. Understand warning signs and plans for defusing
5. Identify positive supports
6. Develop the roles of peers
7. Identify if any additional support is necessary
D.M. Souveny Action Planning
The GOODS Model
of Coaching
Goal: What is the goal?
 For the student
 For 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. Auerbach
GOODS Model as adapted by Wolf Creek Student Services
D.M. Souveny Action Planning
Believe
Establish the relationship
Develop a plan
Understand the child
Modify the classroom
Differentiate Instruction
Teach social skills
Create choices through creative consequences
Use data-driven decision making
Get Support
Believe
D.M. Souveny Action Planning
Supporting Positive Behaviour
in 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 7091
[email protected]
D.M. Souveny Action Planning