Positive Guidance Policy and Practice Evaluation

Management Positive Guidance Lesson 2 Apply Positive Guidance Policy and Practice Evaluation Program Tool Required	WWW.VIRTUALLABSCHOOL.ORG ACTIVITY ID: 27671 Name Certifier Date
Use this tool to think about the policies and practices in place at your program. “Emergent” ratings should be used for areas where there is not a program-wide policy in place. “Developing” ratings should describe areas where a policy or practice is partially in place. “Accomplished” ratings should be used for areas where policies are in place and used effectively across the program. Key: E: Emerging D: Developing M: Mastered The program has a child discipline policy statement that includes the promotion of social and emotional skills, use of positive guidance and prevention approaches and eliminates the use of suspension and expulsion. E D M Staff input and feedback is obtained regularly through established systems (feedback box, regular meetings etc.). Leadership provides updates on process, data and outcomes to program staff on a regular basis. E D M Family input is solicited as part of the planning and decision-making process. Families are informed and asked to provide feedback on program-wide adoption and mechanisms for promoting family involvement (e.g., suggestions box, focus group). E D M There are multiple mechanisms for sharing program wide and student specific plans with families including narrative documents, conferences, and parent meetings to ensure that all families are informed of positive behavior support plans. E D M Families are involved in planning for individual children in a meaningful and proactive way. Families are encouraged to team with program staff in the development of individualized plans of support for children including the development of strategies that may be used in the home and community. E D M 2-5 positively stated program-wide expectations are developed. E D M Expectations are written in a way that applies to both children and staff. When expectations are discussed, the application of expectations to program staff and children is acknowledged. E D M Expectations are developmentally appropriate and linked to concrete rules for behavior within activities or settings. E D M Program staff and families are involved in the identification of the program-wide expectations that address needs, cultural norms and values of the program and community. E D M Expectations are shared with families and staff assist families in the translation of the expectations to rules in the home. E D M Expectations are posted in classrooms and in common areas in ways that are meaningful to children, staff and families. E D M Strategies for acknowledging children’s use of the expectations are developmentally appropriate and used by all program staff including administrative and support staff (e.g., clerical, bus drivers, kitchen staff). E D M A plan for providing ongoing support, training, and coaching in each classroom on positive guidance, including culturally responsive practices and implicit bias is developed and implemented. E D M All teachers have an individualized professional development or action plan related to implementing Pyramid Model and culturally responsive practices. E D M A process is developed for training new staff in positive guidance and culturally responsive practices. E D M Incentives and strategies for acknowledging staff effort in the implementation of positive guidance practices are implemented. E D M Teachers have received training related to potential bias when responding to behavior challenges and have strategies to reflect on their responses to individual children. E D M Program staff respond to children’s problem behavior appropriately using evidence-based approaches that are positive, sensitive to family values, culture and home language, and provide the child with guidance about the desired appropriate behavior and program-wide expectations. E D M A process for responding to crises situations related to problem behavior is developed. Teachers can identify how to request assistance when needed. A plan for addressing the child’s individual behavior support needs is initiated following requests for crisis assistance. E D M Teachers have opportunities to problem solve with colleagues and family members around problem behavior. Teachers are encouraged to gain support in developing ideas for addressing problem behavior within the classroom (e.g., peer-support, classroom mentor meeting, brainstorming session). E D M A team-based process for addressing individual children with persistent challenging behavior is developed. Teachers can identify the steps for initiating the team-based process including fostering the participation of the family in the process. E D M An individual or individuals with behavioral expertise (in addition to the TCS) are identified for coaching staff and families throughout the process of developing and implementing individualized intensive interventions for children in need of behavior support plans. E D M Strategies for partnering with families when there are problem behavior concerns are identified. Teachers have strategies for initiating parent contact and partnering with the family to develop strategies to promote appropriate behavior. E D M The program collects data on behavior incidents and program actions in response to behavior and uses those data to address child and teacher support needs. E D M Behavior incident and monthly program action data are analyzed on a regular basis to identify potential issues related to disciplinary action bias. E D M Program-level data are summarized and shared with program staff and families on a regular basis. E D M Data are used for ongoing monitoring, problem solving, ensuring child response to intervention, and program improvement. E D M Adapted from NCPMI Early Childhood Program-Wide PBS Benchmarks of Quality (2017).

Program Tool

Required

WWW.VIRTUALLABSCHOOL.ORG

ACTIVITY ID: 27671

Name

Certifier

Date

Use this tool to think about the policies and practices in place at your program. “Emergent” ratings should be used for areas where there is not a program-wide policy in place. “Developing” ratings should describe areas where a policy or practice is partially in place. “Accomplished” ratings should be used for areas where policies are in place and used effectively across the program.

Key: E: Emerging D: Developing M: Mastered

The program has a child discipline policy statement that includes the promotion of social and emotional skills, use of positive guidance and prevention approaches and eliminates the use of suspension and expulsion.
E
D
M
Staff input and feedback is obtained regularly through established systems (feedback box, regular meetings etc.). Leadership provides updates on process, data and outcomes to program staff on a regular basis.
E
D
M
Family input is solicited as part of the planning and decision-making process. Families are informed and asked to provide feedback on program-wide adoption and mechanisms for promoting family involvement (e.g., suggestions box, focus group).
E
D
M
There are multiple mechanisms for sharing program wide and student specific plans with families including narrative documents, conferences, and parent meetings to ensure that all families are informed of positive behavior support plans.
E
D
M
Families are involved in planning for individual children in a meaningful and proactive way. Families are encouraged to team with program staff in the development of individualized plans of support for children including the development of strategies that may be used in the home and community.
E
D
M
2-5 positively stated program-wide expectations are developed.
E
D
M
Expectations are written in a way that applies to both children and staff. When expectations are discussed, the application of expectations to program staff and children is acknowledged.
E
D
M
Expectations are developmentally appropriate and linked to concrete rules for behavior within activities or settings.
E
D
M
Program staff and families are involved in the identification of the program-wide expectations that address needs, cultural norms and values of the program and community.
E
D
M
Expectations are shared with families and staff assist families in the translation of the expectations to rules in the home.
E
D
M
Expectations are posted in classrooms and in common areas in ways that are meaningful to children, staff and families.
E
D
M
Strategies for acknowledging children’s use of the expectations are developmentally appropriate and used by all program staff including administrative and support staff (e.g., clerical, bus drivers, kitchen staff).
E
D
M
A plan for providing ongoing support, training, and coaching in each classroom on positive guidance, including culturally responsive practices and implicit bias is developed and implemented.
E
D
M
All teachers have an individualized professional development or action plan related to implementing Pyramid Model and culturally responsive practices.
E
D
M
A process is developed for training new staff in positive guidance and culturally responsive practices.
E
D
M
Incentives and strategies for acknowledging staff effort in the implementation of positive guidance practices are implemented.
E
D
M
Teachers have received training related to potential bias when responding to behavior challenges and have strategies to reflect on their responses to individual children.
E
D
M
Program staff respond to children’s problem behavior appropriately using evidence-based approaches that are positive, sensitive to family values, culture and home language, and provide the child with guidance about the desired appropriate behavior and program-wide expectations.
E
D
M
A process for responding to crises situations related to problem behavior is developed. Teachers can identify how to request assistance when needed. A plan for addressing the child’s individual behavior support needs is initiated following requests for crisis assistance.
E
D
M
Teachers have opportunities to problem solve with colleagues and family members around problem behavior. Teachers are encouraged to gain support in developing ideas for addressing problem behavior within the classroom (e.g., peer-support, classroom mentor meeting, brainstorming session).
E
D
M
A team-based process for addressing individual children with persistent challenging behavior is developed. Teachers can identify the steps for initiating the team-based process including fostering the participation of the family in the process.
E
D
M
An individual or individuals with behavioral expertise (in addition to the TCS) are identified for coaching staff and families throughout the process of developing and implementing individualized intensive interventions for children in need of behavior support plans.
E
D
M
Strategies for partnering with families when there are problem behavior concerns are identified. Teachers have strategies for initiating parent contact and partnering with the family to develop strategies to promote appropriate behavior.
E
D
M
The program collects data on behavior incidents and program actions in response to behavior and uses those data to address child and teacher support needs.
E
D
M
Behavior incident and monthly program action data are analyzed on a regular basis to identify potential issues related to disciplinary action bias.
E
D
M
Program-level data are summarized and shared with program staff and families on a regular basis.
E
D
M
Data are used for ongoing monitoring, problem solving, ensuring child response to intervention, and program improvement.
E
D
M

Adapted from NCPMI Early Childhood Program-Wide PBS Benchmarks of Quality (2017).