IU 5 Educational Consultants and SWPBS Facilitators: Annette Eccles Erin Eighmy Mary Flowers Laura Yaeger School-Wide Positive Behavior Support

What Is School-Wide Positive Behavior Support? SWPBS is a broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior. 2 SWPBS is a Process and a Systems Framework

SWPBS: Basic Principles SWPBS is a process for creating safe and effective learning environments SWPBS is a proactive approach to teach, monitor, and support appropriate school behavior for ALL students SWPBS is not new, it’s a combination of research-based, effective strategies – 3

What the Research Has Taught Us Students are not born with “bad behaviors.” To learn better ways of behaving, students must be directly taught the replacement behaviors. To retain new behaviors, students must be directly taught what to do, given opportunities to practice them, and reinforced for exhibiting them 4

Children coming to school with skill deficits, learned inappropriate social interaction strategies, lack of opportunity to practice pro-social skills at home and in their communities Rates of problem behavior continue to increase 5 Current Trends

Challenge #1

What is Recommended? Integrated systems approach incorporating validated features of effective discipline (Charles, 1995; Colvin et al., 1994; Colvin, Kameenui, & Sugai, 1993; Sprick, Sprick & Garrison, 1992; Wolery et al., 1988) – School-wide – Specific setting – Classroom – Individual student 7

Why should we consider School Wide PBS? Reducing discipline incidents and office discipline referrals promotes safe, productive school environments Fewer discipline incidents increases job satisfaction for staff members ( Goor & Schwenn, 1997; Minarik, et al., 2003; Richards, 2003; Whitaker, 2000). Proactive school environments increase the likelihood of academic success (Putnam et al., 2006). Academic and Behavioral Outcomes

Why should be consider School Wide PBS? What’s in it for me? Increased instructional time Less time on setting limits Better school climate Ownership of SW-System Use of data for decision making Efficient use of resources/time Community of Practice

Tier 3/Tertiary Interventions 1-5% Individual students Assessment-based High intensity 1-5%Tier 3/Tertiary Interventions Individual students Assessment-based Intense, durable procedures Tier 2/Secondary Interventions 5-15% Some students (at-risk) High efficiency Rapid response Small group interventions Some individualizing 5-15%Tier 2/Secondary Interventions Some students (at-risk) High efficiency Rapid response Small group interventions Some individualizing Tier 1/Universal Interventions 80-90% All students Preventive, proactive 80-90%Tier 1/Universal Interventions All settings, all students Preventive, proactive School-Wide Systems for Student Success: A Response to Instruction and Intervention (RtII) Framework Academic Systems Behavioral Systems Illinois PBS Network, Revised May 15, Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at

SWPBS is an RTII Framework Shift the emphasis from being reactive to being proactive and prevention oriented in addressing behaviors and social skills Universal screening of all students for externalizing and internalizing social, emotional, or behavioral difficulties Increasingly intense intervention for at-risk students Progress-monitoring of student behavior to different interventions 12

SWPBS – An RtII Process… Prevention and Instruction at each Tier Universal Tier (Tier1) – GOAL: To reduce new cases of problem behavior and increase instructional time Secondary Tier (Tier 2) – GOAL: To determine function and reduce current cases of problem behavior Tertiary Tier (Tier 3) – GOAL: To reduce complications, intensity, severity of current cases 13

How do we implement SWPBS?

15 SYSTEMS PRACTICES DATA Supporting Staff Behavior: Effective practices are only as good as the systems that support adults who use them Supporting Student Behavior OUTCOMES Supporting Social Competence & Academic Achievement Supporting Decision Making 4 PBS Elements PATHSCharacter Ed Bullying Prevention

The 7 Components of School-wide PBS Systems: 1.Agreed upon & common approach to discipline 2.Positive Statement of Purpose expectations for all students & staff 4.Procedures for teaching expectations 5.Continuum of procedures for encouraging expectations 6.Continuum of procedures for discouraging rule-violating behavior 7.Procedures for monitoring and evaluating effectiveness of the PBS system 16

SWPBS Emphasizes an Instructional Approach 1.Behavioral expectations are taught directly, practiced, and acknowledged -- just like academics. 2.Teams develop behavioral lessons (Cool Tools) to guide classroom instruction and practice of behavioral expectations. 3.Pre-correction is used to “get” the expected behavior. 4.School-wide acknowledgment systems are developed to ensure expected behaviors are displayed in the future. 17

RAH – at Adams City High School (Respect – Achievement – Honor) RAHClassroomHallway/ Commons CafeteriaBathrooms Respect Be on time; attend regularly; follow class rules Keep location neat, keep to the right, use appropriate lang., monitor noise level, allow others to pass Put trash in cans, push in your chair, be courteous to all staff and students Keep area clean, put trash in cans, be mindful of others’ personal space, flush toilet Achievement Do your best on all assignments and assessments, take notes, ask questions Keep track of your belongings, monitor time to get to class Check space before you leave, keep track of personal belongings Be a good example to other students, leave the room better than you found it Honor Do your own work; tell the truth Be considerate of yours and others’ personal space Keep your own place in line, maintain personal boundaries Report any graffiti or vandalism

RAH – Athletics RAHPracticeCompetitionsEligibilityLetteringTeam Travel Respect Listen to coaches directions; push yourself and encourage teammates to excel. Show positive sportsmanship; Solve problems in mature manner; Positive inter- actions with refs, umps, etc. Show up on time for every practice and competition. Show up on time for every practice and competition; Compete x%. Take care of your own possessions and litter; be where you are directed to be. Achievement Set example in the classroom and in the playing field as a true achiever. Set and reach for both individual and team goals; encourage your teammates. Earn passing grades; Attend school regularly; only excused absences Demonstrate academic excellence. Complete your assignments missed for team travel. Honor Demonstrate good sportsmanship and team spirit. Suit up in clean uniforms; Win with honor and integrity; Represent your school with good conduct. Show team pride in and out of the school. Stay out of trouble – set a good example for others. Suit up for any competitions you are not playing. Show team honor. Cheer for teammates. Remember you are acting on behalf of the school at all times and demonstrate team honor/pride.

Interventions for Some Students Students receive additional academic and behavioral support to successfully engage in the learning process and succeed in the standards-aligned system. In addition to core social/emotional skill development Frequent positive monitoring: Check-in/Check-out Supplemental small group instruction for academic and social skills Use of standard protocol interventions More Frequent Progress Monitoring (every other week) Simple FBA/PBSP 21 Tier 2

In addition to core social / emotional skill development: More intensive interventions Use of standard protocols interventions Applied Behavior Analysis for targeted behaviors Individualized Wrap-around Support Inter-agency Coordination and Family involvement Weekly progress monitoring FBA/PBSP Interventions for a Few Students 22 Tier 3

DATA COLLECTION

WHY COLLECT DATA? Understand how students are behaving Identify problem behaviors Identify routines that are not working Evaluate the effectiveness of improvement strategies

Design procedures for on-going monitoring & evaluation PBS teams CONSISTENTLY review the following data/graphs (Big Five): The # of referrals: Per day per month By type of behavior By location By time By student PBS teams always meet with data that are less than 48 hours old.

Challenge

Initiative, Project, Committee PurposeOutcomeTarget Group Staff Involved Strategic Plan, or SIP Attendance Committee Character Education Safety Committee School Spirit Committee Discipline Committee DARE Committee EBS Work Group Working Smarter

Initiative, Committee PurposeOutcomeTarget Group Staff Involved SIP/SID Attendance Committee Increase attendance Increase % of students attending daily All studentsEric, Ellen, Marlee Goal #2 Character Education Improve character All studentsMarlee, J.S., Ellen Goal #3 Safety Committee Improve safetyPredictable response to threat/crisis Dangerous students Has not metGoal #3 School Spirit Committee Enhance school spirit Improve moraleAll studentsHas not met Discipline Committee Improve behaviorDecrease office referrals Bullies, antisocial students, repeat offenders Ellen, Eric, Marlee, Otis Goal #3 DARE Committee Prevent drug useHigh/at-risk drug users Don EBS Work GroupImplement 3-tier model Decrease office referrals, increase attendance, enhance academic engagement, improve grades All studentsEric, Ellen, Marlee, Otis, Emma Goal #2 Goal #3 Sample Teaming Matrix Are outcomes measurable?

Needed for Implementation: Have strong district and administrative support Establish a Core Team Involve all faculty and staff Create a system of internal (building)and external (district) coaches

What does a SWPBS School look like? 80% of students can state the school rules & give behavioral example Positive adult-to-student interactions exceed negative Ongoing data collection & team-based planning & implementation Administrators are active participants. Continuum of behavior support is available to all students

Do we want this to work at our school? …How will we know?

Reflection… Do you agree with research that indicates that consistency in teaching and positively acknowledging student behavior is important in maintaining effective school discipline? Do you agree with research that indicates investment in positive school climate supports positive behavior of students? Do you feel that the behavior of students affects your level of satisfaction as a teacher? Do you agree with research indicating classroom instructional design and climate of success in the classroom supports student behavior?

Reflection… Given what I have heard today, I feel I can support a school wide system which provides a proactive approach to teach, monitor, and sustain appropriate school behavior for ALL students. 1.Yes 2.No Please turn your answer in as you leave. Thank you for your time!