Primary Interventions

SchoolwideUniversal

Prevention

Big Idea!Big Idea! ““A program consisting of potent and validly A program consisting of potent and validly

conceived mechanisms and processes may not conceived mechanisms and processes may not succeed because the host environments are not succeed because the host environments are not able to support these processes” (Zins & Ponte, able to support these processes” (Zins & Ponte, 1990, p. 24)1990, p. 24)

Systems ModelSystems Model

Primary prevention is part of a Primary prevention is part of a system and requires systems system and requires systems level planning - not a behavior level planning - not a behavior program. School is the program. School is the primary “unit of analysis.”primary “unit of analysis.”

Universal Strategies: School-WideEssential Steps and Components

1. School-wide Values

2. Existing Program Audit

3. Clearly define expected behaviors

4. Procedures for teaching & practicing expected behaviors

5. Procedure for monitoring expected behaviors

6. Procedures for acknowledge/encouraging expected behaviors

7. Procedures for discouraging problem behaviors

8. Procedures for record-keeping and decision making

What are your schoolwide Values?

How were they developed?

How do staff and students know about them?

How are they used in your school?

Step 1: SCHOOLWIDE VALUES

Step 2: Tier One Audit

Question:

What related teams/services are already in place?

Examples of Related Teams Instruction and Curriculum

Safe and Drug Free Schools

Special Education

School Psychology and Counseling

Title or Other Related Initiatives

Student Health

School-Wide Discipline

Dropout Prevention

Character Education

Alternative Programming

Data or Information Management

Additional QuestionsWhat committees/work groups can we

eliminate?What committees/work groups can we combine?What committees/work groups need to be

supported for improved outcomes and sustained functioning?

What would an organizational chart look like that shows the relationship between each of our recommended committees/work groups?

Self-Assessment of Primary Interventions

What primary preventions do you already have in place? What impact are they having? How do you

know?

Code of Conduct Student handbook Community of caring Adviser/advisee

groups Literacy interventions

Structured study halls Bulling/Harassment

programs Attendance programs Others?????

Step 3: Universal Strategies: Classroom & Non-classroom SettingsIdentifying Non-classroom settings

Identify Setting Specific Behaviors

Identifying Agreed Upon Classroom Behaviors

ACTIVITY!!!

WHAT ARE YOUR COMMON, NON-CLASSROOM SETTINGS

Common Settings Behavioral Expectations Matrix

  Classroom Lunchroom Bus Hallway Playground

Respect Others

Use inside voice

Eat your own food

Stay in your seat

Stay to the right

Wait your turn

Respect Property

Recycle paper Return trays Keep feet on

the floorPut trash in

cansAt bell return equipment

Respect Yourself Do your best Wash your

handsBe at stop

on timeUse your

words Have a plan

Team Work TimeEBS Survey Action Plan

“Homework”

1. Create a leadership team

2. Identify chair or co-chairs

3. Develop a meeting schedule

4. Conduct EBS Self-Assessment

-Think/work systemically-Develop fluency w/ “Big

Ideas”-Work smarter w/ existing

resources

Tasks to Complete