Introduction to Positive Behaviour Support

Agenda Introduction to SW-PBS Key Features Examples Data collection Engaging staff

Why PBS?

Common mistakes Assuming students know what is expected of them Punishing students for failure to exhibit a behaviour they don’t know how to perform Punitive and exclusionary discipline, which leads to a negative school climate Punitive discipline has been linked to antisocial behaviour problems Exclusionary discipline does not improve school outcomes, but is related to higher rates of drop out.

Why PBS? We want to actively create a more positive, engaging, and encouraging school climate. Positive school climate is linked to: Attendance Higher academic achievement Higher school morale Higher teacher self-efficacy

What is PBS? Evidence-based framework Explicit teaching of socially responsible behaviour Data guides decision making Proactive, preventative Collaborative Linked to academic and behavioural outcomes

PBS – District Achievement Contract Goal # 1 – Social Responsibility “Social responsibility is foundational to academic achievement” Focus Area # 1 – School-wide PBS PBS is the main framework to achieve Social Responsibility “Expand successful PBS efforts from pockets of exceptional practice to a more robust district where all schools adopt common practices” Major Initiatives Training Coaching support District-wide data collection

Systems of Support Argument of “This doesn’t work for Johnny” – kills the conversation before anything is done. What it does for the Tier III supports is develop a strong foundation. Remember the idea is that there is a continuum of support – support is decided upon based on students strengths and needs. Not all students will respond to primary efforts…these are the students that will require more support – but the idea is its over and above and the green zone is for everyone.

4 PBS Elements Supporting Social Competence & Academic Achievement OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS Data – what do we currently see and know? How are we using data to support decision-making? Practices – What practices could be effective, efficient, and relevant to support student behaviour and achieve out goals? Systems – What needs to be in place to support implementation that is accurate, contextualized, and sustainable? What systems are going to be adopted by the staff? Outcomes – What do we want to see? What are our goals for achievement and social competence? PRACTICES Supporting Student Behavior

Does PBS Work? Opportunities for teaching and learning are maximized (Horner et al., 2009; Scott & Barrett, 2004) Improvements in math achievement (Lassen et al., 2006) Improvements in reading achievement (Horner et al., 2009) Improved student social relations, student-teacher relationships, and feelings of safety (Conroy et al., 2008; Horner, et al., 2009) Decreased teacher stress and increased teacher self-efficacy (Bennett & McIntosh, 2011)

Key Features of PBS 1. Code of Conduct/Behavioural Expectations Choose 3 to 5 expectations May be based on your school’s code of conduct Positively stated Easy to remember Mutually exclusive Staff involvement and input Expanded on in a matrix: “What does this look like in different settings?”

Robert Ogilvie, just a snapshot, they have more settings on the full document.

General John Strickler Middle School in Maryland

Key Features of PBS 2. Targeted/Explicit Instruction Have a plan for teaching students the behavioural expectations in the matrix Age-appropriate instruction Demonstrate/role play examples and non-examples Have the students practice expectations in the setting (classroom, hallway, playground, etc.) Post expectations in all areas of the school School start up – practicing the expectations – students practice walking down the hallway, working in the computer lab, playground, etc.

Key Features of PBS 3. Use positive feedback when students demonstrate positive/desired behaviours Easy and quick form of acknowledgement Used by all staff Ratio of rewards to corrections is high System of feedback for all students and staff Assemblies Posted in the school When teaching a new skills, it is important to praise and reinforce students efforts towards to positive and desired behaviours. Opportunity to build the relationship with the student. The opportunity to interact and community. Positive reinforcement is teaching and feedback. Have to have some sort of data on this – how do you know pbs is having a positive impact? How do you know if the students are responding? Some schools call these “gotchas” or “caught being good” Examples of monthly or quarterly feedback – at a school assembly, counting how many gotchas were entered in the draw, draw names and read what the positive behaviour was, congratulate the whole school on their positive behaviours.

Little Mountain Elementary school in Chilliwack - The “bees”

Key Features of PBS 4. Establish a PBS team Representative of the school community Administrator as an active member Schedule regular team meetings Agree on expectations for voting, problem-solving, confidentiality, record-keeping, etc.

Key Features of PBS 5. Use data to track students behaviour and evaluate effectiveness of PBS Data to measure effectiveness: Social Responsibility Quick Scales Satisfaction Survey School-wide data (i.e., PM Benchmarks, QCA, VIN) Incident Referrals Record of positive reinforcements given Data to measure implementation: Benchmarks of Quality Data collection should be as integrated into typical routines as is possible. Look at information you are already collecting. Who is going to be responsible for collecting and inputting data? How will the data be shared in user-friendly, visual manner? How often will data be shared with school staff?

Key Features of PBS 6. Collaborate with District PBS Coaches Being predictable – can be a deterrent for students to engage in negative behaviours Decrease the tendency to give off the cuff consequences. Example from Clearview: a list of possible consequences for minor rule violations and possible consequences for major rule violations. This is posted along with their expectations, so that students also know what could happen if they violate rules.

Key Features of PBS To summarize: SD 60 PBS video

Recap: Key Features Code of conduct/behavioural expectations Targeted/Explicit Instruction Positive feedback/reinforcem ent PBS Team Data Collection Collaboration with PBS District Coaches

Remember that… Implementation occurs in phases! Becoming a PBS school is a process Take time to ensure you are implementing with fidelity Most schools take up to 3 years to be fully implementing PBS Focus on short-term goals, what are your goals for this year.

Evidence for PBS

4 PBS schools in our district, the district average, the provincial average

FSA – data is better than no data, There is no perfect data set

Evidence for PBS For students in grade 4 and 7, knowing the school’s expectations for behaviour was a significant predictor of achievement in numeracy an literacy (as measured by FSA results).

PBS Examples Baldonnel Elementary

PBS Examples

PBS Examples Bernand Elementary in Chilliwack - implementing PBS since 1990.

PBS Examples

PBS Examples William A Diggs Elementary in Maryland

Problem Solution Data Collection Problem Use Data Solution FROM: TO: The goal of data is to improve decision-making. Using data in a systematic way to evaluate what is going on in our schools and what our next steps should be.

Primary sources of PBS data Benchmarks of Quality Office Discipline Referrals Social Responsibility quick scales (Elementary) Satisfaction Survey (Middle and Secondary) These are the data that we expect to get from each school. Feb training day – time will be spent focusing on how to collect and collate this data. Even if you are just beginning PBS, we still want this data. It can be incredibly valuable to look at data from before PBS was implemented and compare that to after PBS.

Benchmarks of Quality Our measure of implementation focused on the 6 key features Can be used both as a planning & evaluation tool Who completes it? PBS team members How long will it take? 10 to 15 mins. What scores are produced? % of implementation in all the key features Introduce the BoQ as a tool to help you see where you are at in your implementation. Remember that implementation is a process and can take up to 3 years to be fully implementing PBS. The BoQ helps you see what features you are implementing really well, and what ones you need to focus on. The goal of completing this before your school’s May Planning day is that you can use the information gathered to help discuss plans for September. As coaches, this tool also helps us see where all the schools are at so we can look at ways of provide support.

Incident Referrals ? Data we are collecting: Number of students who received 0 to 1 referrals Number of students who received 2 to 5 referrals Number of students who received 6 + referrals

Social Responsibility Quick Scale Positive source of outcome data Two aspects: Contributing to the classroom and school community Solving problems in peaceful ways Teacher rates each student using the rubric Source: http://www.bced.gov.bc.ca/perf_stands/social_res p.htm Positive data, this is what we have now, its being used already in our district It’s a complimentary measure that tells us if the kids are getting it Not every teacher is using the quick scale, and not every teacher will. All we can do is ask, and share how its useful for PBS data – but at the end of the day, teachers have the autonomy to make their own decision. We will look at school-level data so if we are missing a class its not a big deal.

Social Responsibility QS How to collate: 1. Each classroom teacher rates their students using the rubric. 2. Each classroom teacher reports the number of students in each category (Not yet within expectations, Meets expectations at a minimal level, Fully meets expectations, Exceeds expectations). 3. PSB rep collects data from all classroom teachers and sums the number of students in each category. 4. PBS rep converts raw data to percentages. Rubrics are k-3, 4-7

Satisfaction Survey Questions from the survey we are looking at: Do you feel safe at school? At school, are you bullied, teased, or picked on? Do you know how your school expects students to behave? Do you feel welcome at your school? Source: http://www.bced.gov.bc.ca/sat_survey/access.htm

Satisfaction Survey PBS Rep’s role: Encourage/promote participation in the Satisfaction Survey Be able to explain why this data is important in evaluating PBS and how it will be used

Our website http://www.prn.bc.ca/sr-pbs/ Updates Contact information Examples from within the district and beyond Links to other PBS websites

Additional Resources BC Positive Behaviour Support website bcpbs.wordpress.com Center on Positive Behavioural Interventions and Supports www.pbis.org PBIS Maryland http://www.pbismaryland.org/